Empirical Study on Virtualization of Education and its impact on

Professional Students.
Dissertation ID -
(A Dissertation Report Submitted in partial fulfillment of the requirements for the Degree of Master in Business Administration under National
Institute of Science and Technology, Odisha)

By
Tara prasad Gouda Dharma Narayan Dash
Roll. No.-201980011 Roll no.-201980035
Redg.no.-1906202052 Redg.no.-1906202016

Under the guidance of

Dr. Akankshya patnaik
Head, Department of Management Studies

NATIONAL INSTITUTE OF SCIENCE AND TECHNOLOGY

Palur Hills, Berhampur- 761008, Odisha, India

1
 Certificate of the Guide

This is to certify that the project report entitled “Empirical Study on Virtualization of Education and its impact on Professional
Students.” submitted to National Institute of Science and Technology, Berhampur in partial fulfillment of the requirement for the
award of the degree of Master Of Business Administration (MBA) under Biju Patnaik University of Technology, is an authentic and
original work carried out by Mr. Tara Prasad Gouda with University Regd no. 1906202052 and Institute Roll. No. 201980011 and Mr.
Dharma Narayan Dash with University Regd no. 1906202016 and Institute Roll. No. 201980035 under my guidance.

The matter embodied in this project is genuine work done by the student and has not been submitted whether to this University
or to any other University / Institute for the fulfillment of the requirements of any course of study.

Dr. Akankshya Patnaik

Signature of the Guide

2
 ACKNOWLEDGEMENT

Any effort becomes successful when there is the effect of synergy-the concept that two and two make more than four. This
report has also the effect of synergy, without prejudice to my own contribution.

It is our privilege to epitomize our deepest sense of gratitude and indebtedness to our advisor, Dr. Akankshya Patnaik for
taken interest, inspiring guidance, continuous encouragement, valuable suggestion and constructive criticism throughout the pursuance
of this project. I would like to thank Mr. Pramath Achary, Course Coordinator (PGDM) as well for his help and support.

We would also like to all the faculties of department of management studies, NIST for having been the ultimate source of
inspiration and moral support. Their continued drive for better quality in everything that happens at National Institute of science and
Technology and selfless inspiration has always helped us to move ahead.

Tara Prasad Gouda

Dharma Narayan Dash

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 ABSTRACT
Education can be other way quoted as an expression of knowledge. It equip individual to understand the world better, helps
one to groom into a polished human being. As change is the law of nature. With respect to time change in technology had undoubtly
affected the way of teaching and learning. Online education is a form of education which is delivered and administered using the
internet. Many online institutions are partner with universities on campus to develop and deliver online programs. Online learning
came with numerous solutions flexible time and place, less intimidating, bendable learning schedule and cost effectiveness.
The COVID-19 pandemic is an ongoing global pandemic of corona virus disease 2019 (COVID-19) caused by severe acute
respiratory syndrome corona virus and its impact has been broad, affecting general society, economy, culture, ecology, politics, and
other areas. importantly education .The paralyzed education system could breath now with the help of super learning tools like
ezTalks Webinar, virtual classroom, Google Meet, WebEx, Zoom, WizIQ, Moodle, Google classroom, etc. The worldwide
market size of online learning is approximately $187.87 billion in 2019, a 400% increase over what it was just six years ago. Current
paper is a Systematic literature review attempts to revamps the objective taken, work done, tools used and the challenges &
opportunities of online education system. This paper is an intensive study on student’s attitude towards this virtual education. Even it
tries to beautify the opinion of teachers towards this exceptional advancement in academics. It highlights challenges and opportunities
of the advanced online education. It opens the scope for the future study analyzing its gap. Hope this paper succeeds in solving its
purpose and finding a direction for new researches & creating awareness in e-learning within the educated mass.

Key word: E-learning, Covid-19, IT, Education System, Systematic Literature Review, Empirical Study,

4
Sl. No. Topic Page no.

1 ACKNOWLEDGEMENT 3
2 ABSTRACT 4
3 Chapter-1
INTRODUCTION 8
4 Chapter-2
LETARARATURE REVIEW 11
5 Chapter-3
RESEARCH METHOLOGY 34
6 Chapter-4
DATA ANALYSIS AND INTERPRETATION OF THE
RESULT 39
7 Chapter-5
FINDING AND CONCLUSION 53
8 REFERENCES 56

9 QUESTIONNAIRES 61

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 Tables
Sl. No.   page no.
table-1 Literature Review 12
table-2 ANOVA for teachers involvement 45
table-3 coefficients for teachers involvement 45
table-4 Residual Statistics for teachers involvement 46
table-5 ANOVA for technical and internet efficacy 47
table-6 coefficients for technical and internet efficacy 47
table-7 Residual Statistics for technical and internet efficacy 48
table-8 ANOVA for online communication 49
table-9 coefficients for online communication 49
table-10 Residual Statistics for online communication 50
table-11 ANOVA for motivation 51
table-12 coefficients for motivation 51
table-13 Recidual Statistics for motivation 52

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 Figures
Sl No.   Page No.
Figure-1 Age 37
Figure-2 Gender 37
Figure-3 Marital Status 38
Figure-4 Higher Qualification 38
Figure-5 Social Background 38
Figure-6 Educational Background: 39
Figure-7 Year 39
Figure-8 Students Attended Any Online Classes. 40
Figure-9 Students Preferring For Online Classes. 40
Figure-10 Students Preferring Devices For Online Classes. 40
Figure-11 Students Preferring Apps For Online Classes. 41
Figure-12 Students Preferring Networks For Online Classes. 41
Figure-13 Amount Of Money Spent On Data For Online Classes. 42
Figure-14 Requirement Of Additional Data For Online Classes. 42
Figure-15 Histogram For Teachers Involvement 47
Figure-16 Normal P-P Table Of Regression Standardized Residual For Teachers
Involvement 47
Figure-17 Histogram For Technical And Internet Efficacy 49
Figure-18 Normal P-P Table Of Regression Standardized Residual For Technical
And Internet Efficacy 49
Figure-19 Histogram For Online Communication 51
Figure-20 Normal P-P Table Of Regression Standardized Residual For Online
Communication 51
Figure-21 Histogram For Motivation. 53
Figure-22 Normal P-P Table Of Regression Standardized Residual For Motivation. 53

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CHAPTER-1

INTRODUCTION
“Education is Attempts for balanced development of body, mind and soul of a person”. – M K GANDHI.

Education is not just a content delivery system. It is a designed system which provides support to every child to gain
their full potential, and gift society with full and productive citizens. One of the goals of education is to help students acquire
knowledge or experience as Knowledge is power by which things are done. Professional education ecosystem in India is one of the
largest in the world having over 1000 universities, with a break up of 54 central universities, 416 state universities, 125 deemed
universities, 361 private universities, 7 Institute under State Legislature Act, and 159 Institutes of National Importance which include
IIMs, AIIMS, IITs, IIITs, IISERs and NITs among other institutions include 52,627 colleges as government as well as private
colleges, and post-graduate research institutions, functioning under these universities as reported by the MHRD in 2020. Students with
diverse needs pursue number of professional courses available in India like, MBA/BBA, B.Tech and B.Arch, M.Tech, BCA/MCA,
B.F.A, B.Ed, M.Ed, Fashion/Interior/Web, communication/Journalism BJMC, B.Pharma, M.Pharma, Hotel Management, BDS and
MBBS, B.Sc. M.Sc., B.Com/CA/CFA/ CS and many more and giving their career an edge by pursuing top-ranked jobs across the
world.

The term professionalism is used to describe the ideas, methods, manners, and spirit of that particular profession. Generally
professional based education focuses on commingling of knowledge, skills and attitude gained by learner. College is a place where

8
culture is created, both intentionally and unintentionally. A campus makes students aware that they are part of a larger community and
working with peers with common goals. Students with ambition to make their career in professional courses use to believe that in
better traditional classroom environment they can actively engage themselves in-class activities, projects, and discussions over the
course of a semester and learn more practical things. Due to the Covid-19 pandemic, the closure of colleges and universities
interrupted teaching effecting multidimensional to those students who linked with professional studies as the Businesses in some
industries like retail, airlines, hospitality, sports, events have been affected students hoping for a careers in these fields might expect
long waits .

The Covid-19 corona virus went from an outbreak to a full-on global pandemic with more than 16.8Cr cases worldwide by the
end of may 2021. The general public is confined to their homes and this spells trouble for businesses and institutions across all sectors.
As for now a “new educational normal” looks like all educational institutions such as schools, colleges, universities were forced to
adopting distance and online learning due to covid-19 pandemic. The educational world is moving towards e-learning and virtual
education by outsmarting the traditional classroom system. Teaching and learning process is slowly moving into more of digital space
and technology is playing a very important role in this new era of education. According to UNESCO, in March 2020, over 1.2 billion
students in 186 countries were affected by school closures due to the pandemic. This pandemic situation is giving spark to the great
emphasis of online education and this is the reason why e-learning tools like Google Meet, WebEx, Zoom, WizIQ, ezTalks Webinar,
virtual classroom, Moodle, Google classroom, etc are gaining more attention now a day’. In India E-Learning industry is growing at
25 per cent per year. Technology has revolutionized the scope of learning. It is expected Global Education and Training Expenditure is
set to reach at least $ 10 trillion, by 2030. Virtualized education system offering great scope and increasing accessibility for students
across the word, but in many parts of the world students unable to connect with system as don’t have steady internet connectivity, the
existence of an electrical connection, and other infrastructural considerations. Once we overcome these infrastructural barriers we can
witness more success rate of virtualized education.

Examinations are an inevitable part of the educational ecosystem. It is the act or process an orderly attempt to inspect ones
knowledge, skill, aptitude, physical fitness, or ability. It is even more import to examine the students who are pursuing professional
courses as about 75% of them are in the last stage of their educational life and soon they are going to join any company or serve the
society with a lot of responsibilities. Traditionally in Indian educational system, evaluations were conducted orally or through written
tests using pen and paper and Students are supposed to write answers to the questions in the question paper handed to them within the
allotted time period. Universities and colleges are replacing traditional exams with online assessment tools due to multiple lockdowns
and closer of schools and universities. An Online Examination System is used to conducting an examination online in order to

9
measure student’s academic performance; all the elements of traditional examination process continue to persist only the mode of test
taking is modified from physical examination hall or centre to log into an online examination system, where examiners even can
evaluate and publish result easily. Advantages of implementing an online examination system  are like; this is environment friendly as
it cut downs the negative impact of pen and paper exams and wastage of paper is curbed, it integrates us well into a technologically
rich world, saves time for both teachers and students. If we discuss about disadvantages of this system the first thing that comes to
mind that the entire system is reliant on an honor system to prevent cheating or other malpractice as there is also no direct supervision
during the exam time period. Most of the teachers as well as student are newly introduced to the system occurrence of larger
management error can be expected The only approach institutions take would be to design a training for both students and teachers .

Virtual education can create and build classroom culture like traditional face-to-face education in which a more relaxed dress
code becomes normal and lack of physical space reduces cliquish behaviors and it changes the way professors and students interact
and develop relationships, are influenced by others, and manage reduced social cues The perfect recipe for a successful e-learning
system depends upon both efforts from teacher’s side as well as students’ willingness and acceptance to use this system.

10
CHAPTER-2

LITERATURE REVIEW
Our literature has been reviewed through systematic literature review process. Systematic literature review provides a concrete data
base to better deal with the learning through the use of digital platform.

Initially 142 numbers of abstracts of education were considered further it was categories into some 84 abstracts especially on on-line
education system. About 60 abstracts were potentially relevant. Our systematic Literature review identified about 45 complete
literatures related to On-line Education System from which 35 are found relevant. As there is a large variation between after & before
situation of COVID-19 so, 31 articles published after pandemic situation are considered for the study.

Sl. Author Year Title Objective Tool Factor Data Country/ Limitation Broad Reference
N state s Finding
o
1 Mohamma 5 E-Learning This Quantitativ E- 28 faculty Saudi Course This Khogali
d Ziaul July During the study e Survey : learning, members Arabia syllabus article SE, Davies

11
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Pandemic how e- charts (COVID- departmen be revised the crucial Donnan
(COVID- learning 19), E- t of Jubial to responsibil PT, Gray
19) in the can solve learning Industrial promote ities of A, Harden
Kingdom the features, College the teachers in RM,
of Saudi disruption E-learning (JIC) use of e- E-learning McDonald
Arab ia: s in challenges learning environme J et al.
An education . platforms nt in
Empirical sector due Kingdom
Study to the of Saudi
pandemic Arabia.
(COVID-
19)
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Zoia , June and analyze e Survey : l activities, question not an evil comes A,
Giovanni 2020 neurosurgi the Graphs & surgical n, web epidemiol to harm”: Scibilia A,
Raffa , cal training situation charts activities, based ogic study the Raffa
Teresa and of Italian working survey, and is not enhancem G, Esposito
Somma, education: neurosurg hours. 331 validated. ent of F (2018)
Giuseppe an Italian ical Italian online Bray DP,
M. Della perspective residents neurosurg education Stricsek
Pepa , and to ical is for sure GP,Malcol
Giuseppe know the residents a good m J,
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Daniele al system responded will leave DL, Rodts
Bongetta, to the to the to Italian GE,
Oreste pandemic. survey neurosurgi Gary MF,
De (58%). cal al Refai
Divitiis& residents. D (2020)
Marco M.
Fontanell
a
3 Alexey 17 Virtualizati To Qualitative virtualizati NA Russia The Bokachev
Radugin, June on of the analyze survey on, hyper current I. A.,
Olga 2020 educational the reality, economic lukinova I.

12
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the al space, ncy of such that Borisenko
informatio reveal the virtualizati the I. G.,
n society inconsiste on, education Chernykh
ncy of informatio system S. I.,Ivanov
this n society currently D.
phenome has no V.,Khrapov
non and choice S. A.,
show how whether or Novikov A.
this not to use S.,
process any Khutorskoy
transform technologi A.V.,
s the es. Kirillova
education N.,
al system. Maslikhova
L. I.,
Petrenko
V. R.,
Radugina
O.A.

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Morin June education advent of 19, infrastruct faculty Bailey, P.
2020 after Covid-19 clinical ure, rural must H., &
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19: Same required . on, visible students (2009).
or nurse disparity. they will Barton, A.
different? faculty be be J., Murray,
innovative provided T. A., &
, an Spurlock,
flexible, education D. R.
nimble that (2020).
and agile, prepares
there have them to be

13
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educational where of give a reimaginin M., &
change learning specific g Zhao, Y.
and even structure education (2020).
try to & identify in terms of
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schools factors to context
reimaging beautify and

14
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.
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15
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16
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system powerfully

17
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10 San dip an 31 Virtualizati virtual Qualitative Online __ India, Expensive Collabor Wood EJ
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18
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21
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Hayes

22
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23
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18 Vikram R. 05 COVID-19 The Quantitativ Covid-19, -- Maharas Stress, As per Sprague,
Jadhav1, May Era: refinement e survey, Lockdown htra, digital students D.,
Tushar D. 2020 Students’ of online Graphs & , Online India issues ,ma opinion, Maddux,
Bagul, Role to education charts education, y the C., Ferdig,
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in and its quality definite (2007).
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in system in y. Digital billon lack of it will be S.
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24
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28
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29
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28 Maruti R. 2020 Impact To Quantitativ Outcome 6000 India Industry The Spady, W.
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30
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31
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A technolog Digital college constrains, the (2011),
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32
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university.

Table - 1

33
CHAPTER-3
RESEARCH METHODOLOGY
INTRODUCTION:
The way of a research is designed plays a very important role in the success or failure of the research. In order to understand
impact of virtualized impact over on Professional Students. If the right methodology is not used for the suitable design then the results
will not be suitable for the researcher it is important to understand how you will conduct the research, what sampling method will be
used and what tools will be used to collect the data.
PURPOSE OF THE STUDY:
In this pandemic education moved towards virtualization as it is not possible to organize and continue traditional physical class
room sessions. The sole purpose of the study is to know the efficacy, productivity level and student’s perception towards virtualized
education.
OBJECTIVES
The objectives of this study are as follows:
1. To know students perception towards online education.
2. To know the factors effecting student productivity.
3. To know the efficacy of online education.
34
RESEARCH DESIGN:
The purpose of this study is quantitative in nature. A structured questionnaire is used to understand the perception of professional
students on virtualization of education. Collected data gathered was analyzed to understand the different perception of the students.
METHODOLOGY:
The present study has been conducted from Odisha. This study is descriptive in nature and is mainly based on primary data. Structured
questionnaire was used as a main tool for collecting the primary data. The questionnaire was designed in a methodical way of covering
adequate information in all facets of the study. The data of the students are collected through structured questionnaire. The main data
analysis technique is used in the research are and ‘Regression Analysis.’
SAMPLING METHOD:
The sampling method used in this study is ‘Simple Random Sampling’.
SAMPLE SIZE:
The total sample size is 207. .
DATA COLLECTION METHOD:
The type of data used for the research is primary data. It is the first hand data incurred through interview and observation
conducted on people who buy green product. All the statistics are perform by taking the help of two software; they are’ MS Excel’ and
‘SPSS 20’. There are three phases for study the purpose; such that
PHASE 1- Questionnaires
There were questionnaires taken by people from all groups to find out their perception on virtualization of education. There is
quantitative data being collected. The target group is the professional students from various colleges of Odisha. The sample size is 207
students.
PHASE 2- Analysis of collected data
PHASE 3- Suggestions & Recommendations are done based on the analysis of the data collected.
Questionnaire:
Questionnaire is frequently used in both quantitative researches. They are valuable Closed-ended-questions method of
collecting a wide range of information from a large number of individual respondent answers is limited to a fixed set of possible
responses
HYPOTHESIS OF THE STUDY:
Hypothesis-1
Null Hypothesis (H0) - There is a statistically insignificant relationship between the student’s perception and teacher’s involvement
for online education.
Alternate Hypothesis (Ha) - There is a statistically significant relationship between the student’s perception and teacher’s
involvement for online education.
35
Hypothesis-2
Null Hypothesis (H0) - There is a statistically insignificant relationship between the student’s perception and technical and internet
efficacy during online sessions.
Alternate Hypothesis (Ha) - There is a statistically significant relationship between the student’s perception and technical and
internet efficacy during online sessions.
Hypothesis-3
Null Hypothesis (H0) - There is a statistically insignificant relationship between the student’s perception and motivation for virtual
education.
Alternate Hypothesis (Ha) - There is a statistically significant relationship between the student’s perception and motivation for
virtual education.
Hypothesis-4
Null Hypothesis (H0) - There is a statistically insignificant relationship between the student’s perception and online communication in
virtual classes.
Alternate Hypothesis (Ha) - There is a statistically significant relationship between the student’s perceptions and online
communication in virtual classes.
Analysis on the basis of systematic literature review
This is a primary survey to know the perception of online digital education towards young generation in India. In this survey we
collected 207 respond from different age group. To know the perception and intension we developed some questionnaire like gender,
age, education, occupation, marital status, preference, price status, quality, time management or schedule, benefits,
interaction/communication, project facility, online library facility, information security facility, challenges and opportunity.
Limitations
E-Learning requires strong self-motivation and time management skills. Lack of self motivation among students continues to be one
of the primary reasons why students fail to complete online courses. 
Lack of direct interaction with instructors and also lack of required skills has an impact on learning.
Due to the lack of face-to-face communication between peers, students and teachers in an online setting, the students might find that
they are unable to work effectively in a team setting.
E-Learning tends to be more suitable for social science and humanities, rather than scientific fields such as medical science and
engineering which require a certain degree of hands-on practical experience.
Conclusion:
This research chapter concluded ‘Simple Random Technique’ is going to be used for collect the data and ‘Regression Analysis
‘method is used to analyze & interpret that collected data.

36
Chapter-4
DATA ANALYSIS AND INTERPRETATION OF THE RESULT
After finalising the variables we prepared a questionnaire with 30 questions in 3 different sections. First section is on
demographic section, second section is on perception of student and last section covered effect of varies factors influencing online
education system. We collected 213 responds using simple random sampling, out of that 6 responds get reject for having insufficient
and biased data and then we studied the demographic factors.
First portion of analysis is basis of demographic profile of students has been highlighted below,

4.1. Age

Figure- 1
Interpretation: From 207 responds we found with the highest percentage of age group is 18-22 with 56.5%, 5.2% on the age of
below 18, 35.3 % on 23-26 and 4.16% on the age of above 26.

4.2. Gender :

Figure- 2
37
Interpretation: From 207 responds we found with the highest percentage 50.7 % are male, 49.3% female and 0% prefer not to say.

4.3. Marital status

Figure- 3
Interpretation: From 207 responds we found with the highest percentage of unmarried with 88.4% and 11.6% of married.

4.4. Higher Qualification

Figure- 4
Interpretation: From 207 responds we found with the highest percentage of under graduate student with 46.9% and 53.1%
on above post-graduate.

4.5. Social background

Figure- 5
38
 Interpretation: From 207 responds we found with the highest percentage on semi-urban student with 52.2%, 25.1% on rural
and 22.7% on urban background.
4.6. Educational background:

Figure- 6
Interpretation: From 207 responds we found with the highest percentage on science students with 29.5%, management students
with 21.7%, 19.8% technical students and 14.5% belongs to arts students and rest are belongs to commerce, pharmacy and other
students.
4.7. Year

Figure- 7
Interpretation: From 207 responds we found with the highest percentage of on 2nd year students with 44%, 3rd year students with
21.7%, 23.7% technical students and 10.6% belongs to arts students.

Perception of the students have been highlighted below,

39
4.8. Students attended online classes.

Figure- 8
Interpretation: From 207 responds we found with the highest percentage on yes with 98.6% and students with No with 1.4%.
4.9. Students preferring devices for online classes.

Figure- 9
Interpretation: From 207 responds we found with the highest percentage on mobile with 55.1%, both smart phone and laptop
with 19.8%, 18.4% laptop and raste use tablet and PC.
4.10. students preferring apps for online classes.

Figure- 10 40
 Interpretation: From 207 responds we found with the highest percentage on Google meet with 52.7%, zoom with 32.9%,
Microsoft meeting 11.6% belongs to arts students and rest are using few other apps.
4.11. students preferring networks for online classes

Figure- 11

Interpretation: From 207 responds we found with the highest percentage on mobile data pack with 84.1%, 14% students using wifi
and rest using other networks.
4.12. Amount of money spent on data for online classes.

Figure- 12
Interpretation: from 207 responds we found with the highest percentage on Rs.200-300 with 35.3%, Rs.100-200 with 32.9%,
22.2% more than 300 and 9.7% spent less than 100.
4.13. Requirement of additional data for online classes.

41
 Figure- 13
Interpretation: From 207 responds we found with the highest percentage on some times with 84.1%, 22.7% students every time
need additional data and rest 21.3% never need any additional data.
4.14. Students spending time for online classes daily.

Figure- 14
Interpretation: From 207 responds we found with the highest percentage on 3-4 hours with 51.2%, 21.3% students with 5-6
hours, less than 2 hours with 16.9% and rest 10.6% using other networks.
ANALYSIS OF HYPOTHESIS

Regression analysis is a set of statistical processes for estimating the relationships between a dependent variable (often called the
'outcome variable') and one or more independent variables (often called 'predictors', 'covariates', or 'features'). Regression analysis is
helpful statistical method that can be leveraged across an organization to determine the degree to which particular independent
variables are influencing dependent variables.

By use of SPSS 19 we have done the regression analysis to test the hypothesis of the study.

42
TEACHER’S INVOLVEMENT

ANOVAb

Model Sum of Squares Df Mean Square F Sig.

1 Regression 45.078 1 45.078 44.398 .000a

Residual 208.139 205 1.015

Total 253.217 206

Table-2
a. Predictors: (Constant), TEACHER’S INVOLVEMENT
b. Dependent Variable: STUDENT’S PERCEPTION

One way ANOVAs has been performed to determine the association between the teachers involvement and students perception. As
the significance value is 0.000 (less than 0.05), Null Hypothesis is Rejected. Hence it can be concluded that there is significant
relationship between teachers involvement and students perception.
Coefficients a

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 2.035 .238 8.547 .000

TEACHER’S INVOLVEMENT .442 .066 .422 6.663 .000

Table- 3
a. Dependent Variable: STUDENT’S PERCEPTION

43
The results of the regression analysis to predict the relationship between teacher’s involvement and student’s perception is presented
in the above table. According to the above table there is a significant relation between teachers involvement with students perception
is 0.000, which is less than Sig. value of 0.05. So it reveals Teacher’s involvement is positively associated with student’s perception.

Residuals Statistics a
Minimum Maximum Mean Std. Deviation N
Predicted Value 2.48 4.24 3.55 .468 207
Residual -3.245 2.523 .000 1.005 207
Std. Predicted Value -2.296 1.484 .000 1.000 207
Std. Residual -3.220 2.504 .000 .998 207
table-4
a. Dependent Variable: STUDENT’S PERCEPTION

Figure -16

44 Figure- 16
 TECHNOLOGY AND INTERNET EFFICACY

ANOVAb

Model Sum of Squares Df Mean Square F Sig.

1 Regression 27.763 1 27.763 25.244 .000a

Residual 225.455 205 1.100

Total 253.217 206

Table-5
a. Predictors: (Constant), TECHNOLOGY AND INTERNET EFFICACY
b. Dependent Variable: STUDENT’S PERCEPTION

One way ANOVAs has been performed to determine the association between the technology and internet efficacy and students
perception. As the significance value is 0.000 (less than 0.05), Null Hypothesis is Rejected. Hence it can be concluded that there is
significant relationship between technology and internet efficacy and students perception.

45
Figure -15
 Coefficients a

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta T Sig.

1 (Constant) 2.380 .244 9.745 .000

TECHNOLOGY AND .341 .068 .331 5.024 .000

INTERNET EFFICACY

Table-6
a. Dependent Variable: STUDENT’S PERCEPTION

The results of the regression analysis to predict the relationship between technology and internet efficacy and student’s perception is
presented in the above table. According to the above table there is a significant relation between technology and internet efficacy with
student’s perception is 0.000, which is less than Sig. value of 0.05. So it reveals technology and internet efficacy is positively
associated with student’s perception

Residuals Statistics a

Minimum Maximum Mean Std. Deviation N

Predicted Value 2.72 4.08 3.55 .367 207

Residual -3.084 2.279 .000 1.046 207
Std. Predicted Value -2.261 1.454 .000 1.000 207
Std. Residual -2.941 2.173 .000 .998 207

Table-7
a. Dependent Variable: STUDENT’S PERCEPTION

46
ONLINE COMMUNICATION Figure- 18

ANOVAb

Model Sum of Squares Df Mean Square F Sig.

1 Regression 37.319 1 37.319 35.435 .000a

Residual 215.899 205 1.053

Total 253.217 206

Table-8
a. Predictors: (Constant), ONLINE COMMUNICATION
b. Dependent Variable: STUDENT’S PERCEPTION

One way ANOVAs has been performed to determine the association between the online communication and student’s perception. As
the significance value is 0.000 (less than 0.05), Null Hypothesis is Rejected. Hence it can be concluded that there is significant
relationship between online communication and student’s perception.

47
 Coefficients a

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta T Sig.

1 (Constant) 2.101 .254 8.278 .000

ONLINE COMMUNICATION .420 .071 .384 5.953 .000

Table-9
a. Dependent Variable: STUDENT’S PERCEPTION

The results of the regression analysis to predict the relationship between online communication and student’s perception is presented
in the above table. According to the above table there is a significant relation between online communications with student’s
perception is 0.000, which is less than Sig. value of 0.05. So it reveals online communication is positively associated with student’s
perception.

Residuals Statistics a

Minimum Maximum Mean Std. Deviation N

Predicted Value 2.52 4.20 3.55 .426 207

Residual -3.203 2.479 .000 1.024 207
Std. Predicted Value -2.419 1.531 .000 1.000 207
Std. Residual -3.121 2.415 .000 .998 207

Table-10
a. Dependent Variable: STUDENT’S PERCEPTION

48
Figure- 20

49
MOTIVATION

ANOVAb

Model Sum of Squares Df Mean Square F Sig.

1 Regression 21.123 1 21.123 18.657 .000a

Residual 232.095 205 1.132

Total 253.217 206

Table-11
a. Predictors: (Constant), MOTIVATION
b. Dependent Variable: STUDENT’S PERCEPTION

One way ANOVAs has been performed to determine the association between the motivation and students perception. As the
significance value is 0.000 (less than 0.05), Null Hypothesis is Rejected. Hence it can be concluded that there is significant
relationship between motivation and student’s perception.

Coefficients a

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta t Sig.

1 (Constant) 2.521 .250 10.096 .000

MOTIVATION .300 .069 .289 4.319 .000

Table-12
a. Dependent Variable: STUDENT’S PERCEPTION

50
The results of the regression analysis to predict the relationship between motivation and student’s perception is presented in the above
table. According to the above table there is a significant relation between motivations with student’s perception is 0.000, which is less
than Sig. value of 0.05. So it reveals motivation is positively associated with student’s perception.

Residuals Statistics a

Minimum Maximum Mean Std. Deviation N

Predicted Value 2.82 4.02 3.55 .320 207

Residual -2.720 2.179 .000 1.061 207
Std. Predicted Value -2.280 1.466 .000 1.000 207
Std. Residual -2.557 2.048 .000 .998 207

Table-13
a. Dependent Variable: STUDENT’S PERCEPTION

Figure- 21 Figure- 22
51
Chapter-5
Findings and Conclusion
Findings

 We found 207 respond with the highest percentage on yes with 98.6% and students with No with 1.4%.

 We found from 207 responds with the highest percentage on using mobile with 55.1%, both smart phone and laptop with
19.8%, 18.4% laptop and rest use tablet and PC prefer for online classes

 We found from 207 responds with the highest percentage on using Google meet with 52.7%, zoom with 32.9%, Microsoft
meeting 11.6% belongs to arts students and rest are using few other apps.

 We found from 207 responds with the highest percentage on using mobile data pack with 84.1%, 14% students using Wi-Fi
and rest using other networks.

 We found from 207 responds with the highest percentage for spending Rs.200-300 with 35.3%, Rs.100-200 with 32.9%,
22.2% more than 300 and 9.7% spent less than 100.

 We found from 207 responds with the highest percentage on some times with 84.1%, 22.7% students every time need
additional data and rest 21.3% never need any additional data.

 We found from 207 responds with the highest percentage spending 3-4 hours with 51.2%, 21.3% students with 5-6 hours, less
than 2 hours with 16.9% and rest 10.6% using other networks.

Conclusion

With efforts to prevent the spread of the novel corona virus, the outline of education system is changing with online education
becoming the primary means of instruction. Universities and institutions are shifting to online platforms to catch up with the
curriculum. It may be too early to say how students and teachers will cope with online learning as they figure out the constraints;

52
reorient to address them but the perception and preparation of teachers and students is an important consideration which we have tried
to document. The findings of this study indicated that majority of the students evinced a positive attitude towards online classes in the
wake of corona.

The online learning was found to be advantageous as it provided flexibility for the learners. Students preferred well structured content
with recorded videos uploaded in university websites. They also indicated and assignments at the end of each class to enhance the
learning experience more challenging than traditional classroom because of the technological constraints, delayed feedback and
impotence of the instructor to handle effectively the Information and Communication Technologies.

Therefore, all these factors should be considered while developing an online course to make it more effective and productive for the
learner. It’s possible that once the COVID-19 pandemic settles down, we may see a continued increase in education systems using
online platforms for study aids, albeit in a hybrid mode in combination with regular classes. Hence this study will prove useful for
reimagining and redesigning the higher education with components involving online mode.

It is clear that students are well equipped in using technology in formal environments and are already using these technologies in order
to support their learning process. Furthermore, students seem to understand that a more systematic approach based on specific
developments might prove even more effective. However such an approach can be supported mainly by teachers. Just as much as the
teacher represents an organizer of the learning activity of student in the offline environment, he/she should assume the role of
organizing the students’ e-learning process related to the HE. The need for a systematic, well organized approach to e-learning in HE
might be the main conclusion that should empower further study on the subject that further could be translated later in a strategy for
HE teacher training.

RECOMMENDATION

Teacher’s involvement is an important factor we found in the study. It is very important that when teachers are
fully involved and give their best can result a better virtualized educational system. Students who are missing due dates, struggling
with concepts or not actively participating may need a nudge to restart their motivation. Send personal “how’s it going” messages to
check-in with students and/or setup a time where the two of you can meet online to discuss the class (i.e. office hours as indicated
above. This is also a great outreach opportunity for TAs in your course. Open Educational Resources and other forms of readily
available media can help by providing a broader perspective. Textbooks, journal articles, multimedia and interactive learning objects
are just some of types of content we can provide students. Use opportunities like office hours and breakout groups (on Zoom, Teams,

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or Collaborate, for example) to encourage discussion among peers. Also, utilize discussion forums to solicit questions from your
students. All students can benefit from a question asked from one student. The creative skills of students can be a great asset. If
appropriate, offer student choice in how they complete an assessment or ask them to find their own content which fits your
parameters. Let your students know the best method to communicate with you and how soon you will get back to them. You can use
emails, texts, Teams, or any other communication channel. Set-up regular Announcements and remind students to ask questions
through a discussion forum or to you directly. Be sure your announcements are also set to be emailed to students and try to be concise
and informative.  Students who are missing due dates, struggling with concepts or not actively participating may need a nudge to
restart their motivation. Send personal “how’s it going” messages to check-in with students and/or setup a time where the two of you
can meet online to discuss the class (i.e. office hours as indicated above. This is also a great outreach opportunity for TAs in your
course. Students can interact with each other through discussion forums, blogs or other collaboration tools. Find more tips for planning
and facilitating quality online discussions. Students may already be connecting through electronic platforms. You can set up course
hashtags or course rooms that students can use to connect, share materials or just exchange ideas .Be sure you are providing
information using accessible formats or connect with the staff in the Disability Resource Center if you have questions or concerns.

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 QUESTIONNAIRES
Dear sir/madam

We are Tara Prasad Gouda and Dharma Narayan Dash, pursuing MBA at National Institute of Science & Technology. And we
research a project on “Empirical Study on Virtualization of Education and its impact on Professional Students.” Your views and
opinions on the questionnaires will be kept confidential and used only for the academic research purpose. Need your kind corporation
for this purpose.

Tara Prasad Gouda and Dharma Narayan Dash

MBA
National Institute of Science and Technology.
SECTION-A

1. Name

2. Gender: Male Female other

3. Age: 18-22years 22-25 years more than 25 years

4. Higher qualification: Graduation  Post graduate

5. Social Background: Rural Semi-Urban Urban

6. Marital Status: Married Unmarried

7. Educational background: Management Science  Arts

Commerce Pharmaceutical Technical

8. Year: 1st 2nd 3rd 4th

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 SECTION-B

1) Have you ever attended any online classes?

Yes  No 
2) What device do you prefer for online classes?
PC  Laptop Mobile Tablet
3) What device do you prefer for online classes?
Google meet Zoom Microsoft meeting  other
4) What network do you prefer for online classes?
Wi-Fi Mobile data pack
5) How much do you spent on data for online classes?
Less than 100 100-200 200-300 More then 300
6) Do you need additional data for online classes?
Every time Sometimes Never
7) How much time do you spend on online classes daily?
Less than 2 hours 3-4 hours 5-6 hours More than 6 hour

This section deals with various factors which are mostly related about Universities and their Education system.

SECTION-3
S.NO Items Scale
Strongl disagree Can’ agree Strongly
y t say agree
disagree
1 2 3 4 5
FACTORS
STUDENT’S PERCEPTION
1    Overall, I am satisfied with the quality of virtual classes.
         
2 Online education is contributing my educational and professional
development.          

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 3 In the future, I would willing
g to go for more online courses.          
TEACHER’S INVOLVEMENT
4 Teacher’s way of teaching is helpful during virtual education.
         
5 I am satisfied with the e-resources offered by the teacher.
         
6 Teachers organizing practical based brainstorming, and case studies during
online education.          
TECHNICAL AND INTERNET EFFICACY
7   I am satisfied with the technology and software I am using for online learning.
         
8    I am satisfied with audio and video quality during online classes.          
9 I did not get distracted by other online activities during online classes
  
(facebook, twitter, instagram, whatsapp etc).          
  ONLINE COMMUNICATION
10   I am satisfied with the interaction during virtual classes.
         
11 I feel confident while having 1-1 discussion with teachers.
 
         
12   I feel confident for clarifying queries in online discussions using online tools
effectively.          
MOTIVATION
13 I am open to new ideas.
         
14 I love to learn new techniques to increase my self-efficacy.          
15 I am sharing my ideas and experience with others related to virtual classes.          

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