PROJECTREPORT

On

“
ASTUDYONSTUDENTSSATI
SFACTI
ONI
NVEDANTU
I
NNOVATI
ON”

Submi
tt
edf
orpart
ialf
ulf
il
lmentoftherequi
rementf
ort
he
awar d
Of
MasterofBusinessAdmini
strat
ion
Bat
ch2019-
21

Submi
tt
edBy-
HEMANTKUMAR
Submi
tt
edTo
-
Mr
.HI
MANSHUMALHOTRA

1
2
 DECLARATI
ON

Iher
bydecl
aret
hatt
hedi
sser
tat
ion”ASTUDYONSTUDENTS
SATI
SFACTI
ONI
NVEDANTUI
NNOVATI
ON””submi
tt
edf
ort
heDegr
eeof
Mast
eri
nBusi
nessAdmi
nist
rat
ionatDEVBHOOMII
NSTI
TUTEOF
TECHNOLOGYDEHRADUNDepar
tmentOfBusi
nessManagementi
smy
or
igi
nal
wor
kandt
hedi
sser
tat
ionhasnotf
ormedt
hebasi
sfort
heawar
dof
anydegr
ee,
associ
ateshi
p,f
ell
owshi
poranyot
hersi
mil
art
it
les.

3
 CERTI
FICATE
Thisistocerti
fythatthedissertati
onent i
tled“ASTUDYONSTUDENTS
SATISFACTI ONI NVEDANTUI NNOVATI ON” ”.i
sthebonafideresear
chwor k
carri
edoutbyHEMANTKUMAR, studentofMBA, atDEVBHOOMII NSTITUTE
OFTECHNOLOGY Depar tmentOfBusi nessManagementdur ingtheyear
2019-2021,inparti
alful
fi
lmentoft herequirementsfortheawardofthe
DegreeofMBAandt hatt
hedi ssertati
onhasnotf ormedthebasisforthe
awardpreviouslyofanydegr ee,diploma, associ
ateship,f
ell
owshiporany
othersi
milarti
tl
e.

HEMANTKUMAR

4
 ACKNOWLEDGEMENT

Ther
esear ASTUDYONSTUDENTSSATI
chon“ SFACTI
ONI
NVEDANTU
I
NNOVATI
ON”
”hasbeengi
vent
omeaspar
toft
hecur
ri
cul
um i
n2-
Year
s
Mast
erDegr
eei
nBusi
nessAdmi
nist
rat
ion.
Ihavetr
iedmybesttopresentthi
sinfor
mationascl ear
lyaspossibl
e
usi
ngbasi ct
ermst hatIhopewi llbecompr ehendedbythewidest
spect
rum ofr
esear
chers,anal
ystsandstudentsforfurt
herst
udies.
Ihav
ecompl
etedt
hisst
udyundert
heabl
egui
danceandsuper
visi
onof
Mr
.HI
MANSHUMALHOTRAIwi
l
lbef
ail
edi
nmydut
yifIdonotacknowl
edge
t
heest
eemedschol
arl
ygui
dance,assi
stanceandknowl
edge.Ihav
erecei
ved
f
rom t
hem t
owar
dsf
rui
tf
ulandt
imel
ycompl
eti
onoft
hiswor
k.
Ial
sot
hankf
ult
omyf
ri
endwhohel
pedmeal
oti
nthecompl
eti
onof
t
hispr
oject
.

HEMANTKUMAR

5
 LI
STOFCONTENTS

1.TI
TLEPAGE

2.DECLARATI
ON

3.CERTI
FICATE

4.ACKNOWLEDGEMENTS

5.TABLEOFCONTENTS

6.I
NTRODUCTI
ON

7.LI
TERATUREREVI
EW

8.RESEARCHMETHODOLOGY

9.FI
NDI
NGSOFTHESTUDY

10. CONCLUSI
ONANDRECOMMENDATI
ONS

11. REFERENCES

12. ANNEXURE

6
I
NTRODUCTI
ON
Onl i
nel earningi saform ofdi stancel earningordi st anceeducat ion,whi chhas
l
ongbeenapar toftheAmer icaneducat i
onsy st
em, andi thasbecomet he
l
ar gestsect orofdi stancel ear ni
ngi nr ecenty ears( Bartley&Gol ek,2004;
Ev ans&Haase, 2001) .Fort hepur poseoft hisl i
teraturer evi
ew,bot hhy bridor
blendedl ear ningandpur elyonl i
nel earningar econsi deredtobeonl ine
l
ear ni
ngasmuchoft hel it
er aturecompar est heset wof ormatsagai nstt he
tradit
ional face-to-f
ace.Pur elyonl inecour sesar ecour sesdel i
veredent irel
y
ov ertheI nternet,andhy bridorbl endedl earningcombi nestradi
tional face- t
o-
facecl asses, learni
ngov ertheI nt ernet ,
andl earningsuppor tedbyot her
technol ogies( Bli
uc,Goody ear ,&El li
s, 2007; Hoic-Bozi c,Mornar,&Bot i
cki ,
2009; Osgut horpe&Gr aham, 2003)

Thephy si
cal “bri
ckandmor t
ar ”classr oom i sst arti
ngt olosei tsmonopol yas
thepl aceofl earni
ng.TheI nter netandt heWor l
dWi deWebhav emade
signifi
cantchangest oal mostal l aspect sofourl ivesr angingf rom aglobal
economy ,personal, andpr ofessi onal networ kst osour cesofi nformat i
on,
news, andl earning.TheI nt ernethasmadeonl i
nel earningpossi ble,andmany
resear chersandeducat or sar einterest edi nonl i
nel earningt oenhanceand
i
mpr ov estudentl ear ningout comeswhi lecombat ingt her eductionin
resour ces, parti
cularlyi nhi ghereducat ion( Fari
nella,Hobbs, &Weeks, 2000;
Kim &Bonk, 2006; Pape, 2010) .Mor eov er,therehav eal sobeeni ncreasesin
demandf oronl i
nel ear ningf rom st udent sf r
om al lwalksofl i
fe.Givent he
exponent i
al—somewoul dsaypr ecipitous—gr owt hofonl ineeducat ionandi ts
potent iali
nhi ghereducat ion, i
tisi mper ativethatr esearcher sandeducat or s
exami net heef f
ectivenessofonl inel ear ni
ngi neducat i
ngst udent scompar ed
totradi ti
onal face-t
o- facel ear ning.Thus, thi
spaperaddr essest hequest i
onof
“Towhatext entdoest hebodyofwor kononl i
nel earningi ndicatethatonline
l
ear ningi sasl eastasef fecti
v ei neducat i
ngst udent sast het radit
ional
format ? ”

From itsincepti
on,onlinelearni
nghasbeenconf r
ontedbyconcer nsabout
qualit
yfrom theest abl
ishededucat i
onalcommuni tyandsocietyatlarge
(Carnaghan&Webb, 2007; Akdemir&Koszalka,2008).Oft
en, i
naddr essing
theseconcer nsstudent s’
percepti
onsoft hei
rcourseexperi
encebecomesa
surrogateforlearni
ngengagementi nthecontextofsati
sfacti
on( Swan, 2001;
Arbaugh, 2001;Richardson&Swan, 2003;Boll
iger
,2004).Because

7
contemporar
ystudentsvi
ewinformati
onasacommodi tywhichcanbetraded
openlyamongacommuni tyoflearner
s,col
laborat
ionbecomesfundamental
toav ar
iet
yofeducati
onalout
comes( Shir
ky,2010;Dzi
ubanetal.
,2013)

Moder nt echnol ogi esar econt r

ibut ingt ot hedi ssol utionoft raditional
classr oom boundar i
es( Shi r
ky,2008) .St udent sconnectwi ththei rinst ructor s
andeachot hert hr oughmodal i
tiesofal mostev eryv ariety ,great lyexpandi ng
av enuesofcommuni cat i
on.Nor ber g, Dzi ubanandMoskal ’s(2011)
dev el opmentofat i
me- basedbl endedl ear ningmodel ,fori nst ance, modi fies
thei nstruct or ’
sr ole( Li u&Hwang, 2010)i nl ear ningenv i
ronment sbasedon
student s’ sy nchr onousandasy nchr onousl ear ningpr efer ences.Theneedf or
newandmor eaut hent i
cassessmentt echni quesi naddi t
iont ochal l
engest o
tradi ti
onal educat ional structures( e.g.semest erl engt ht imeboundar ies)
raisesi ssuesaboutwhatmoder atesst udent s’ academi cexpect ationsand
sat isfact ion.St udi essuggestt hatonl inest udent swi sht odecr easet hei r
ambi valencet owar df or mal educat ionbygai ningsomesenseofacar efully
del i
neat edpat ht osuccess( Dziuban&Dzi uban, 1998; Dzi uban, Moskal &
Dzi uban, 2000; Long, 2011; Young&Dzi uban, 2000) .St udent spr ef eract i
ve,
rathert hanpassi v el ear ningenv ir
onment s, and, becauset heypar ticipat eina
highl yi nter act ivewor ld, t
heyexpectt hesamei nt heircl asses( Dzi ubanetal .
,
2003) .Today ’slear ner srequi r
emor eout letsf orcr eativ i
tyandcol l
abor ation
whi chonl inel earningenv i
ronment scanaccommodat et hroughav ariet yof
i
nst ruct i
onal model st hatar epr ov i
dedany ti
me, any place.Resear cher sshoul d
notbesur pr i
sedt hati dent if
yingt hedef iningel ement sf orsat i
sf act i
onhas
becomemuchmor edy nami candcompl ex.Theconst ructhasmul ti
plef acets
thatt endt obest ochast i
casapar ticul arcour sepr ogr ess.I nthi sst udy , we
attemptt ocl ari
fyt heunder l
ying( l
at ent )el ement sofst udentsat isfact ioni n
thecont extofov er all cour seev aluat i
onf orst udent swhor espondposi tively
toonl ineexper i
encesonend- of-cour seev al uat i
onpr ot ocol s.Fel dman( 1993)
descr ibest heassessmentchal lengesweencount erasdi st r
ibut i
onsof
consi der ationswhenhear guest hatr esponsest osur veyquest i
onspr ov i
de
onl yanest imat eoft hecent ral tendencyofani ndi vi
dual ’
sat t
itudeorbel i
ef
aboutasubj ectorobj ect.Cr aigandMar tinez( 2005)summar i
zet hei ssue: “i
n
retrospect , i
tseemsr at hersimpl i
stict ot hinkofat ti
tudesasal way sbei ng
uni dimensi onal .Af teral l,whohasn’ texper iencedmi xedf eelingsaboutpeopl e,
placesandt hingst hatwehav eencount eredorv isit
edi nourl i
v es? ”

Manyopponent
sofonl
i
needucat
ionquest
ionwhet
herornotonl
i
nel
ear
ning
canpr
ovi
det
hesamei
nter
act
ionbet
weeni
nst
ruct
or-
student
sandst
udent
s-
st
udent
sast
radi
ti
onal
classr
oomsof
fer
ed(
Robl
yer&Ekhaml
,2000)
.Some
opponent
sal
soquest
iont
hequal
i
tyofonl
i
needucat
ionsi
ncet
hequal
i
tyof
i
nst
ruct
orswhot
eachonl
i
necour
sescannotbeguar
ant
eed(
Wei
ger
,1998)
.
Ar
gument
sar
emadet
hatasconsumer
sofonl
i
needucat
ion,
student
sar
e

8
unl
i
kel
ytobeabl
etof
indouti
nfor
mat
ionaboutt
hequal
i
tyoft
hecour
sest
hat
ar
epr
ovi
ded(
Twi
gg,
2001)
.School
soruni
ver
sit
iest
hatof
feronl
i
needucat
ion
cour
sest
ypi
cal
l
ydonotpr
ovi
decompar
ati
vei
nfor
mat
ionf
orst
udent
se.
g.,
howwoul
dast
udentknowwhi
chonl
i
necour
semeet
shi
s/herneeds?
Mor
eov
er,
prer
equi
sit
est
hatar
eessent
ial
fort
aki
ngapar
ti
cul
aronl
i
necour
se
ar
eusual
l
ynotcl
ear
lyst
atedonwebsi
tesf
orst
udent
s,andwhenst
udent
sar
e
encount
eri
ngt
echni
cal
probl
ems,
whowi
l
ltheybeabl
etoaskf
orassi
stancei
f
i
tisnotav
ail
abl
etot
hem (
Twi
gg,
2001,
p.15)
.Thus,
addi
ti
onal
resear
chi
s
neededt
oexami
net
hequal
i
tyofonl
i
needucat
ion.

Qual
i
ty,
asusedi
nthi
sst
udyi
stheext
entt
owhi
chani
nter
net
-baseddi
stance
educat
ionpr
ogr
am meet
sthebenchmar
kcr
it
eri
aest
abl
i
shedbyt
heI
nst
it
ute
ofHi
gherEducat
ionPol
i
cyi
n2000(
IHEP2000)
.Inor
derf
oradi
stance
educat
ionpr
ogr
am t
ober
ecogni
zedasaqual
i
typr
ogr
am i
tshoul
dmeet
t
hesespeci
fi
ccr
it
eri
a(Hensr
ud,
2001)
.Accor
dingt
oKear
sley(
2000)
,tobe
consi
der
edasgood-
qual
i
tyonl
i
necour
se,
tenmostcr
it
ical
element
smustbe
i
ncor
por
ated.Theyar
e“cont
ent
,pedagogy
,mot
ivat
ion,
feedback,
coor
dinat
ion/
organi
zat
ion,
usabi
l
ity
,assi
stance,
wor
kload,
andf
lexi
bil
i
ty”
(
p.105)
.Numer
ousr
esear
chpr
oject
shav
ebeenconduct
edf
rom t
he
per
spect
ivesoff
acul
ty(
Bennet
t&Bennet
t,2002;
Bower
,2001;
O’Qui
nn&
Cor
ry,
2002;
Yueng,
2001)andadmi
nist
rat
ors(
All
ey,
2001;
Giannoni
&Tesone,
2003;
Husman&Mi
l
ler
,2001)t
owar
dthequal
i
tyofdi
stanceeducat
ion,
wher
e
t
heI
nter
netwasusedast
hemaj
ordel
i
ver
ymet
hod,
basedupont
heI
HEP’
s
qual
i
tybenchmar
ks.Howev
er,
ther
eisal
ackofr
esear
cht
omeasur
ethe
qual
i
tyofonl
i
needucat
ionf
rom t
hest
udent
s’per
spect
ive.Li
tt
lei
sknown
aboutt
hequal
i
tyofpr
ogr
amst
hatof
feronl
i
needucat
ion,
especi
all
ythose
pr
ogr
amsbasedont
heI
nter
net
.Facul
ty,
admi
nist
rat
ors,
andpol
i
cymaker
s
needt
oknowhowt
hei
r“cust
omer
s”v
iewt
hequal
i
tyofonl
i
needucat
ion
pr
ogr
amsbasedupont
hei
rownl
ear
ningexper
iences.

Wi
tht
hef
astdev
elopmentoft
heI
nter
net
,manycol
l
egesanduni
ver
sit
ieshav
e
of
fer
edonl
i
necour
sesasav
iabl
eal
ter
nat
ivet
otr
adi
ti
onal
face-
to-
face
i
nst
ruct
ion.Howev
er,
consi
der
abl
econcer
nsandpr
obl
emshav
edev
eloped,
par
ti
cul
arl
yasi
trel
atest
othequal
i
tyofonl
i
needucat
ion.Onl
i
needucat
ion,
accor
dingt
oHar
asi
m(1989)
,isanewdomai
nofl
ear
ningt
hatcombi
nes
9
di
stanceeducat
ionwi
tht
hepr
act
iceoff
ace-
to-
facei
nst
ruct
ionut
il
izi
ng
comput
er-
medi
atedcommuni
cat
ion.Ascough(
2002)suggest
edt
hatonl
i
ne
educat
ionhast
hef
oll
owi
ngf
eat
ures:
(a)i
tpr
ovi
desal
ear
ningexper
ience
di
ff
erentt
hani
nthet
radi
ti
onal
classr
oom becausel
ear
ner
sar
edi
ff
erent
,(b)
t
hecommuni
cat
ioni
svi
acomput
erandWor
ldWi
deWeb,
(c)par
ti
cipat
ioni
n
cl
assr
oom byl
ear
ner
sar
edi
ff
erent
,(d)t
hesoci
aldy
nami
coft
hel
ear
ning
env
ironmenti
schanged,
and(
e)di
scr
imi
nat
ionandpr
ejudi
cei
smi
nimi
zed
(
p.1)
.Newt
echnol
ogi
es,
theI
nter
net
,st
reami
ngv
ideo,
net
-meet
inget
c.now
makeshi
ghereducat
ionmor
eaccessi
bleandaf
for
dabl
eformanyst
udent
s,
andf
ort
hosewhowoul
dhav
ebeenunabl
etopur
suehi
ghereducat
ioni
na
t
radi
ti
onal
in-
classset
ti
ng(
Bianco&Car
r-
Chel
l
man,
2002)
.Consequent
ly,
onl
i
nel
ear
ninghasnowbecomeani
ntegr
alpar
tofhi
ghereducat
ion
i
nst
it
uti
ons’
expandi
ngcur
ri
cul
um.Thet
erm onl
i
needucat
ioni
sof
ten
associ
atedwi
thI
nter
neteducat
ion,
vir
tual
educat
ion,
cyber
-l
ear
ning,
and
asy
nchr
onousl
ear
ning(
Off
iceofSust
ainabl
eDev
elopment
,2000)
.Kear
sly
(
2000)r
epor
tedt
hef
oll
owi
ngt
hemest
hatshapeonl
i
needucat
ion:
col
l
abor
ati
on,
connect
ivi
ty,
student
-cent
eredness,
unboundedness,
communi
ty,
expl
orat
ion,
shar
edknowl
edge,
mul
ti
sensor
yexper
ience,
and
aut
hent
ici
ty(
p.4-
10)
.Vol
ery(
2000)al
soconcl
udedt
hatonl
i
nedel
i
ver
yisa
f
orm ofdi
str
ibut
edl
ear
ningenabl
edbyt
heI
nter
net
.Accor
dingt
oPaul
sen
(
2002)
,onl
i
needucat
ioni
schar
act
eri
zedby
:·t
hesepar
ati
onoft
eacher
sand
l
ear
ner
s(whi
chdi
sti
ngui
shesi
tfr
om f
ace-
to-
faceeducat
ion)
,·t
hei
nfl
uenceof
aneducat
ional
organi
zat
ion(
whi
chdi
sti
ngui
shesi
tfr
om sel
f-
studyand
pr
ivat
etut
ori
ng)
,·t
heuseofacomput
ernet
wor
ktopr
esentordi
str
ibut
e
someeducat
ional
cont
ent·t
hepr
ovi
sionoft
wo-
waycommuni
cat
ionv
iaa
comput
ernet
wor
ksot
hatst
udent
smaybenef
itf
rom communi
cat
ionwi
th
eachot
her
,teacher
s,andst
aff
.(p.
1)Onl
i
necour
sesanddegr
eeshav
ebeen
wi
del
yadopt
edbyhi
ghereducat
ioni
nst
it
uti
onsasanot
hermet
hodt
o
subst
it
utet
radi
ti
onal
classr
oom i
nst
ruct
ion.Al
l
enandSeaman’
s(2003)r
ecent
sur
veyononl
i
needucat
iondel
i
ver
edbyhi
ghereducat
ioni
nst
it
uti
onsi
nthe
Uni
tedSt
ates,
foundt
hatatl
east80%oft
hecour
secont
entdel
i
ver
edby
t
hosei
nst
it
uti
onswer
edel
i
ver
edonl
i
ne.Regar
dlessoft
hedef
ini
ti
on,
anear
ly
i
ndi
cat
ionoft
hewi
despr
eadpopul
ari
tyof862onl
i
needucat
ioncour
sescan
bef
oundi
nasur
veyconduct
edbyt
heU.
S.Depar
tmentofEducat
ion,
whi
ch
10
r
eveal
edt
hatmor
ethan54,
000onl
i
needucat
ioncour
seswer
ebei
ngof
fer
ed
i
n1998,
wit
hov
er1.
6mi
l
li
onst
udent
senr
oll
ed(
cit
edi
nLewi
s,etal
.,
1999)
.In
amor
erecentst
udy
,Al
l
enandSeaman(
2003)r
epor
tedt
hat
:(a)ov
er1.
6
mi
l
li
onst
udent
stookatl
eastoneonl
i
necour
sedur
ingt
heFal
lof2002,
(b)
ov
erone-
thi
rdoft
hesest
udent
s(578,
000)t
ookal
loft
hei
rcour
sesonl
i
ne,
(c)
amongal
lU.
S.hi
ghereducat
ionst
udent
sinFal
l2002,
11per
centt
ookatl
east
oneonl
i
necour
se,
and(
d)amongt
hosest
udent
sati
nst
it
uti
onswher
eonl
i
ne
cour
seswer
eof
fer
ed,
13per
centt
ookatl
eastoneonl
i
necour
se(
p.1)
.

ABSTRACT

Theaut
hor
sexpl
oret
hepossi
bler
elat
ionshi
pbet
weenst
udentsat
isf
act
ion
wi
thonl
i
nel
ear
ningandt
het
heor
yofpsy
chol
ogi
cal
cont
ract
s.Thest
udy
i
ncor
por
atesl
atentt
rai
tmodel
susi
ngt
hei
mageanal
ysi
spr
ocedur
eand
comput
ati
onofAnder
sonandRubi
nfact
orsscor
eswi
thcont
rast
sfor
st
udent
swhoar
esat
isf
ied,
ambi
val
ent
,ordi
ssat
isf
iedwi
tht
hei
ronl
i
ne
l
ear
ningexper
iences.Thef
indi
ngsi
dent
if
ythr
eeunder
lyi
ngsat
isf
act
ion
component
s:engagedl
ear
ning,
agency
,andassessment
.Thef
act
orscor
e
compar
isonsi
ndi
cat
ethatst
udent
sint
hegener
alsat
isf
act
ioncat
egor
ies
char
act
eri
zei
mpor
tantdi
ff
erencesi
nengagedl
ear
ningandagency
,butnot
assessment
.Theser
esul
tsl
eadt
heaut
hor
stohy
pot
hesi
zet
hat
pr
edet
ermi
ned,
butunspeci
fi
edexpect
ati
ons(
i.
e.,
psy
chol
ogi
cal
cont
ract
s)f
or
onl
i
necour
sesbybot
hst
udent
sandf
acul
tymember
sar
eimpor
tantadv
ance

11
or
gani
zer
sforcl
ari
fyi
ngst
udentsat
isf
act
ion.

.Thepr
ojectr
epor
t“ASTUDYONSTUDENTSSETI
SFACTI
ONI
NVEDANTU
I
NNOVATI
ON”
,isi
ntendedt
omeasur
etheef
fect
ivenessoft
hesat
isf
act
ion
pr
ogr
am conduct
edi
ntheOr
gani
zat
ion.

Toachi
evet
his,
adef
inedobj
ect
ivest
ruct
ured 
quest
ionnai
rebasedont
he
pr
eli
minar
yst
udyi
spr
epar
ed.Thepr
epar
edquest
ionnai
rei
susedt
ogetdi
rect
r
esponsef
rom t
heSTUDENTSofVEDANTUI
NNOVATI
ONPVTLTD.The
r
esponsegi
venbyt
hest
udent
sofVEDANTU,
vedant
uwer
eanal
yzedand
i
nter
pret
edusi
ngdi
ff
erentt
ypesofst
ati
sti
cal
tool
sli
keper
cent
ageanal
ysi
s,
chi
squar
e,t–t
est
.Af
teranal
ysi
sandi
nter
pret
ati
on,
thest
udyr
eveal
edt
hat
maj
ori
tyoft
her
espondent
shav
eexpr
essedav
eryposi
ti
veat
ti
tudet
owar
ds
t
hev
ari
abl
esusedi
nthequest
ionnai
ret
ofi
ndt
heef
fect
ivenessoft
rai
ning
whi
chenabl
edt
hem t
oreacht
hei
rrequi
redgoal
.

Abst
ractMuchr
ecentr
esear
chandf
undi
nghav
efocusedonbui
l
dingI
nter
net
-
basedr
eposi
tor
iest
hatcont
aincol
l
ect
ionsofhi
gh-
qual
i
tyl
ear
ningr
esour
ces,
of
tencal
l
ed‘
l
ear
ningobj
ect
s.’
Yetl
i
ttl
eisknownabouthownon-
speci
ali
st
user
s,i
npar
ti
cul
art
eacher
s,f
ind,
access,
andusedi
git
all
ear
ningr
esour
ces.
Toaddr
esst
hisgap,
thi
sar
ti
cledescr
ibesacasest
udyofmat
hemat
icsand
sci
encet
eacher
s'pr
act
icesanddesi
ressur
roundi
ngt
hedi
scov
ery
,sel
ect
ion,
anduseofdi
git
all
i
brar
yresour
cesf
ori
nst
ruct
ional
pur
poses.Fi
ndi
ngs
suggestt
hatt
het
eacherpar
ti
cipant
susedabr
oadr
angeofsear
chst
rat
egi
es
i
nor
dert
ofi
ndr
esour
cest
hatt
heydeemedwer
eage-
appr
opr
iat
e,cur
rent
,and
accur
ate.Theyi
ntendedt
oincl
udet
heser
esour
ceswi
thl
i
ttl
emodi
fi
cat
ions
i
ntopl
annedi
nst
ruct
ional
act
ivi
ti
es.Thear
ti
cleconcl
udeswi
thadi
scussi
onof
t
hei
mpl
i
cat
ionsoft
hef
indi
ngsf
ori
mpr
ovi
ngt
hedesi
gnofeducat
ional
digi
tal
l
i
brar
ysy
stems,
incl
udi
ngt
ool
ssuppor
ti
ngr
esour
cer
euse.

Howt
oensur
ethequal
i
tyofonl
i
nel
ear
ningi
ninst
it
uti
onsofhi
ghereducat
ion
hasbeenagr
owi
ngconcer
ndur
ingt
hepastsev
eral
year
s.Whi
l
esev
eral
st
udi
eshav
efocusedont
heper
cept
ionsoff
acul
tyandadmi
nist
rat
ors,
ther
e
hasbeenapauci
tyofr
esear
chconduct
edonst
udent
s’per
cept
ionst
owar
d
t
hequal
i
tyofonl
i
needucat
ion.Thi
sst
udyut
il
izedqual
i
tat
ivemet
hodst
o
i
nvest
igat
etheper
cept
ionsofst
udent
sfr
om t
wouni
ver
sit
iesandone

12
communi
tycol
l
eger
egar
dingt
hequal
i
tyofonl
i
needucat
ionbasedont
hei
r
ownonl
i
nel
ear
ningexper
iences.I
nter
viewsandobser
vat
ionswer
econduct
ed
wi
tht
hreest
udent
s.Var
iousdocument
swer
ecol
l
ect
ed,
digi
tal
andpr
int
ed.
Posi
ti
veandnegat
iveex
per
iencesofst
udent
swer
eexami
ned.Fact
orst
hat
cont
ri
but
etot
hoseexper
ienceswer
eal
soi
dent
if
ied.Thef
indi
ngsoft
his
r
esear
chr
eveal
edt
hatf
lexi
bil
i
ty,
cost
-ef
fect
iveness,
elect
roni
cresear
ch
av
ail
abi
l
ity
,easeofconnect
iont
otheI
nter
net
,andwel
l
-desi
gnedcl
ass
i
nter
facewer
est
udent
s’posi
ti
veexper
iences.Thest
udent
s’negat
ive
exper
ienceswer
ecausedbydel
ayedf
eedbackf
rom i
nst
ruct
ors,
unav
ail
abl
e
t
echni
cal
suppor
tfr
om i
nst
ruct
ors,
lackofsel
f-
regul
ati
onandsel
f-
mot
ivat
ion,
t
hesenseofi
sol
ati
on,
monot
onousi
nst
ruct
ional
met
hods,
andpoor
ly-
desi
gnedcour
secont
entThef
indi
ngscanbeusedbyi
nst
ruct
orst
o
under
standst
udent
s’per
cept
ionsr
egar
dingonl
i
nel
ear
ning,
andul
ti
mat
ely
i
mpr
ovet
hei
ronl
i
nei
nst
ruct
ional
pract
ices.

TRAI
NINGCERTI
FICATE

13
Hi
stor
y
• Bangal ore-basedVedantuInnovati
onsPvt.Ltd.isan onli
ne
tut
ori
ng platformlaunchedinOctober2014f orpubli
c.The
company 'snameVedant ui
ssaidtobederivedf rom Sanskr
it
words Veda (knowl Tant
edge)and  u (
net
wor k).
• Themenbehi ndVedant uaret
hreeformerIITians – 
Foundersof
vedantu
• Vamsi Krishna,
• Pul ki
tJain,
AnandPr akash

Theor ganizati
onisrunbyf ourfri
endsfrom I
ndi
anI nsti
tut
esofTechnol ogy
(I
ITs)–Vamsi Kr
ishna(Co-Founder&CEO) ,Pul
kitJain(Co-Founder&Headof
Product),SaurabhSaxena( Co-Founder&HeadofAcademi cs)andAnand
Prakash( Co-Founder)
.Vedantui sthei
rsecondventureafterLakshya,atest
preparati
oncoachi ngcompany .Lakshyawasacqui redbyapubl icl
i
sted
company ,MTEducar ei
nt heyear2012.

14
InSept
ember2017,itwasannouncedthatVedant
uwastohostthesecond
edi
ti
onofI
nternat
ionalSt
udentLeague(ISL)i
nNovember2017.

Vedant uisanonli
neplatfor
m devel
opedforthepurposeofli
vecoaching.It
faci
lit
atesliv
ecoachingclassesf
or6thto12th-gr
adestudents.Theplatf
orm
i
sal sodedicatedt
othet r
ainingf
orsever
alexaminati
onssuchast heI
IT
foundation.Addi
ti
onall
y,onli
necoachi
ngsessionsareoff
eredf orcompeti
ti
ve
exami nati
onssuchasJEE, IMONTSE.

Toof f
eritssuppor ttothe21stcent ury’
seducati
onsy stem,theplatform
al
lowsLI VEinteractiv
eonl i
nelearningamidstthepupilsandt eachers.Ital
so
offer
sindivi
dual aswel lasgroupclasses.Theplatfor
m makesuseoft wo-
wayaudi o,v
ideoaswel laswhi t
eboar di
ngtoolswhichenablesbot ht he
studentaswell ast heteachertov i
ew, l
i
sten,wri
teaswel lasinteractinreal
-
ti
me.

NEEDANDI
MPORTANCEOFTHESTUDY

From theday sofi ndust ri

alrevolutionwhenonl inest udyser viceswer e
producedt ot hepr esentday ,t
heemphasi shasshi ftedfrom thepr oducer sto
thestudent sandhi sneeds, andwi tht hest udent sbecomi ngmor ei nvolved,i
n
themar ketingpr ocesst hereisgr eaterneedf ori nformationr egar dingt he
studentsneeds.Pr eferencesandmaki ngthem sat isfi
edoft hepr oduct s&
servi
ces, hasl edtoaconst antbuti ncreasi ngneedt oconductmar keting
research.Thi sresear chi sani nsightint othemi ndoft hest udent s,witht he
helpofwhi chtheor ganizati
onswi l
l becomeawar eoft heirpitfall
sandi nturn
canalsomakei mpr ovement si ntheser vi
cer egar dingthel evel ofsatisfacti
on
ofthest udent stowar dstheirofferingsont heonl i
nepl atefor
m. Thebasi c
needoft hispr ojecti stoknowt he“ Sat isf
action”amongstt her espondent s,
withregar dto“ VEDANTU  ”servicesandi tspr oduct s.

Jour
nalI
nfor
mat
ion

Educat
ional
Tec
hnol
ogy&Soci
etys
eek
sac
ademi
car
ti
cl
esont
hei
ssues

15
affect
ingthedevel
opersofeducationalsyst
emsandeduc atorswhoimplement
andmanagesuc hsystems.Thearticl
esshoulddisc
usstheper s
pecti
vesofbot
h
communi ti
esandtheirrel
ati
ontoeachot her.Theai
m ofthejournal
istohel
p
them bett
erunderst
andeachot her'
srolei
nt heover
all
processofeducati
onand
howt heymaysuppor teachother.

AboutVEDANTU

VedantuisanI ndianonli
net utor
ingplatf
orm whereteacher spr
ovidetuit
ions
tostudentsoverthei nt
ernet,usi
ngar eal-
ti
mev i
rtuall
ear ni
ngenvironment
namedWAVE( Whi t
eboardAudi oVideoEnv i
ronment)at echnol
ogybui l
tin-
house.Itoperatesonamar ketpl
acemodel f
orteachers,wherestudentscan
browse,discoverandchooset olear
nf r
om anonlinetutor .

Vedant uhasal way sbelievedint heconceptofLIVEinteract

iveclassesbeing
asuper iorfor matf oronlinelearningwhichcreat
esgr eaterl
earningoutcomes.
Duringlockdown, everyoneist al
kingaboutLIVEclassesandi tisthebesttime
forust odr i
v emor eadopt i
onandst r
engthenourbrandast hebest
destinationf orLIVEcl asses.Ont opofaddingnewcat egori
es,wewi l
luset he
fundst oi nvestintocont entandt echnologytocreat
et hewor l
d’sbestLIVE
teaching-learningexper ience.”-Vamsi Kri
shna,CEOandCo- Founder,Vedantu

16
Vedant
u’sPr
ogr
ess

Thelockdownhasdefi
nit
elyl
edtomassiv
egr owthfort
heVedantupl
atf
orm
wit
hitsnumberofsubscri
ber
shasexpandedexponenti
all
yovert
hepast
coupl
eofmonthsacrossK-12andcompetit
iveexamssuchasJEEandNEET.

Vedant uhasbeenofferi
ngit
sservicesto25mi ll
i
onstudentseachmonth.As
reportedbyEconomicTimes, t
heplatform hasst
atedthatitr
egi
ster
eda220%
growthi nuserst
o2mi ll
ionuni
quest udentswhohavepar t
ici
pat
edinthei
rli
ve
classesov ert
hepastthreemonths.

In2019,Vedantul auncheditsWAVEpl at
form.Thi splat
for
m adopt sAr t
if
ici
al
Int
ell
igenceandMachi neLearni
ngforpersonali
zingteachingaswel las
l
earningforeachst udentandhasbeendev elopedf ormakingLI VEclasses
mor eenti
cingandengagi ng.Oneofthemai nchallengesonlineeducation
generall
yencount ersi
sthelowcompl eti
onrateofcour sesbecauseofl ess
engagingcontent.ThisfactorhasbeentackledbyVedant uwhi chextendsits
focusonLIVEi nteract
ivecl
assestomakei tsclassesmor eent ert
aini
ngand
i
nteracti
veforitsusers.

17
Vedant
u’sI
nvest
ors

Vedantuhasrai
sedabout$200m i
ntot
alf
undi
ngacr
ossal
li
tsf
undi
ng
roundsforav
aluat
ionof$600m.

I
nthemonthofFebr
uaryoft
hisyear
,Vedant
uraised$24mil
l
ioninafunding
r
oundt
hroughinv
estor
sheadedbyGGVCapi t
al,
alongwit
hexist
ingbackers.

InthesecondweekofApr i
l
,Vedant
uraisedRs96cror
e(around$12.5mil
l
ion)
duringi
tsSeri
esC1round,whichwasledbyChinesev
enturecapi
talf
ir
m
LegendCapital
,wi
thpart
ici
pati
onfr
om Omi dy
ar’
sOhanaHol di
ngsLLC.

OnApr
il20,
Vedant
urai
sed$6.8mi
ll
ioni
nnewf
undi
ngr
oundf
rom Sout
h
Kor
ea-
basedKBGlobal
Plat
for
m Fi
rm.

I
nit
slat
estf
undi
ngr oundi
nmid-
Jul
y,Vedant
urai
sed$100mi
l
li
oni
nSer
iesD
f
undi
ng,l
edbyUS-basedCoat
ueManagement.

MARKETI
NGSTRATEGI
ES

18
Vedantuismainlypromotingitsserv
icesdi
gitall
yfr
om it
swebsite, googleads,
andblog.Secondly
,thi
sonl inetut
ori
ngbusinessisgrabbi
ngchil
dr en's
att
enti
onf r
om it
'samel odiousandcatchyadv er
ti
sementthati
st elecaston
TV&soci almediaplat
forms.

TheBenef
it
sandUsesofOnl
ineLear
ning
Oner easonwhyt herei ssomuchdi scussi onar oundonl inel ear ningi st hat
therear emanypur portedbenef itsandusesofonl i
nel ear ning.Someoft he
mosti mpor tantonesar e:itsef f
ect i
v enessi neducat ingst udent s, it
suseas
professi onal development , i
tscost -ef f
ect i
venesst ocombatt her i
singcostof
postsecondar yeducat ion, creditequi v
alencyatt hepost secondar yl ev el,and
thepossi bi
li
tyofpr ov i
dingawor l
dcl asseducat i
ont oany onewi tha
broadbandconnect ion( Bar t
ley&Gol ek, 2004; Del aVar re, Keane, &I rvin, 2011;
Gratton- Lavoie&St anley ,2009; Koller&Ng, 2014; Lorenzet t
i,2013) .Whathas
receivedmostoft heat tent i
onf oronl i
nel earningi st hepost secondar y
educat ionar ena.Ther isingcostofpost secondar yeducat ionandt he
i
mpor tanceofapost secondar ydegr eear ewel l document edi nt hel iterat ure.
Thel i
fet i
meear ninggapbet weenhi ghschool graduat esandcol lege
graduat esiscont i
nui ngt owi den( Dy narski &Scot t-Clayton, 2013) .Att he
samet ime, thecostofcol leget uiti
oni sr i
singf ast erthani nflationandt he
studentl oandebti sr apidlyi ncreasing.Asof2014, thetot al nat i
onal st udent
l
oandebti sov eronet ri
lli
ondol lars( Finaid.org,2014) .Manyschol ar sand
educat or sbelievet hatonl inel earningcanbeanef fectivet ool incombat ing
therisingcostofpost secondar yeducat ionbyspr eadi ngt hecostofacl ass
overamuchl argernumberofst udent scompar edt ot het raditional set ting,
19
dividingt hecostbyt ensorhundr edsoft housandsofst udent sasopposedt o
doz ens( Bowen, 2013; Bar tl
ey&Gol ek, 2004; Jung&Rha, 2000; Kol ler&Ng,
2014; Tucker , 2007) .Mor eov er,themar gi nal costofast udenti nanonl ine
settingi snegl i
gibl erel ativet ot het radi ti
onal set t
ing, necessar i
lyconst rained
byanumberoff act orssuchast hesi zeandav ailabi l
ityoft hephy sical
classr oom.I nt imat elyconnect edt ot hi sissueofcostandpost secondar y
educat i
onar et her equi redcr edi t
st oobt ainapost secondar ydegr ee.
Tradi ti
onal ly, student shav et oear nmostoft hecol legecr edi tsatan
i
nst it
ut i
onbef or et heyar eawar dedbachel ordegr eesatt hati nst i
t ution.The
pointofcont ent i
oni showonl inecl asseswi ll playar olei nawar dingcr editsor
credent ials, andmanyeducat orsconnect edt oonl inel ear ningar ehopi ngt hat
therewi l
l becr edi tequi valencyf orsomeonl i
necl asses.Fori nst ance, Daphne
KollerandAndr ewNg, cr eatorsofCour ser a, hadwor kedwi tht heAmer ican
Counci lonEducat iont or ecommendcr edi t-equi val encyf orsomeonl ine
cour ses( Kol l
er&Ng, 2012) .Thegoal soft hi sendeav orar et oi ncr ease
compl etionr ate,r educet imet odegr eeat tainment , reducecost st o
post secondar yeducat i
on, andof fermor eaccesst onon- tradi t
ional student s.
Asof2013, theAmer icanCounci lofEducat ionhadappr ov edf iveonl i
ne
cour sesf orcol l
egecr edi t(Kol owi ch, 2013) .Howev er ,ther ei sconcer nov er
whet hercol legeswi llacceptt her ecommendat ion, andt her ei sal soconcer n
aboutt hedi l
ut ionofat raditi
onal degr eeduet ot het ransi tion( Kol owi ch, 2013;
Lorenzet ti,2013) .Lastbutnotl east ,ther ei st hehopet hatonl inel ear ningwi l
l
beabl etopr ov i
deawor l
dcl asseducat iont oany one, any wher e, andany ti
me
asl ongast heyhav eaccesst ot heI nter net .Anumberofwebsi tesand
compani es—KhanAcademy ,Udaci ty ,edX, andCour ser aar esomeoft hemost
promi nentones—ar ebui ltont hispr emi se, andmanywel l
-respect edschol ars
andent repr eneur shav ehi ghhopesandexpect ationsf oronl inel ear ning,
particular lyformassi v eopenonl i
necour ses( Bowen, 2013; Fisher ,2012;
Koller&Ng, 2012; Lewi n, 2012; Sel ingo, 2013) .Cent ral tot hispar ticul ar
benef it—inf act ,t
omostoft hepur por tedbenef itsofonl i
nel ear ning—i st he
effect i
venessoft heonl inef or mati neducat ingst udent s.I fonl inel ear ningi s
gener allyl essef fect i
v et hant heconv ent ional face- to- facef or mat , thensome
oft heaf or ement i
onedpur por tedcl aimsandbenef it
sofonl inel ear ningar e
highlysuspect .Ther einl iest hecr uxoft hei ssue, thef undament al concer nof
onlinel ear ningandt hef ocusoft hispaper :t heef fect ivenessoft heonl ine
formati neducat ingst udent scompar edt ot het radi t
ional for mat .Toaddr ess
thisissue, theposi ti
v e, negat ive, andmi xedandnul lfindi ngsoft he
effect i
venessofonl inel earningascompar edt ot het radi tional for matwi llbe
exami ned.

20
ONLI
NEMARKETI
NG

MARKETI
NGGROWTHANDREVENUE

21
St
udent
s'Sat
isf
act
ion

22
Student s’sati
sfacti
oncanbedef inedasashor t
-ter
m at ti
tude
resulti
ngf rom anev aluat i
onofst udent s’educational experience,
servicesandf acili
ti
es.Ear l
ieritwasmeasur edbycommon
satisfacti
onf r
amewor ksbutl aterhi ghereducat ionspeci fy
satisfacti
onmodel swer edev eloped.Theobj ect
iveoft hisr evi
ewis
torenderal lavail
ableconst ructivel i
teratureaboutst udent s’
satisfacti
onwi thasoundt heor etical andempi ri
cal background.
Datawer ecoll
ectedf r
om quest ioner s,websi te,andar e
const ruct
ivel
yanal yzedf r
om di fferentpoi ntofv iewst of i
ltera
soundbackgr oundf orf uturest udi es.Thef irstsectionoft hepaper
discussesst udents’ satisfacti
on, sat isfacti
onmodel sand
framewor ksusedbypr ev i
ousr esear chersar oundt hewor l
dand
secondsect i
onex plaint heempi rical fi
ndingsofpr eviousst udies
i
nr eal worldcontext.
Thepr esentst udyhi ghl i
ght edt hatt hesecondmostpr omi nentf actor
affectingst udent s’sat isf act i
ondur ingonl inecl assesi sthest udent ’
s
ex pectations.St udent smi ghthav esomeex pectationsdur ingt he
classes.I fthei nst ruct orunder st andst hatexpect ationand
cust omi zeshi s/ hercour sedesi gnf ol lowi ngt hest udent ’
s
ex pectations, theni ti sex pect edt hatt hest udent swi llperform bet ter
i
nt heex ami nat i
ons.Thet hirdf act ort hataf fectst hest udent ’s
sat i
sfactioni sf eedback.Af terdel iver ingt hecour se, appr opriat e
feedbackshoul dbet akenbyt hei nst ruct or stopl anf uturecour ses.It
alsohel pst omaket hef utur est rategi es( Tawaf aketal ., 
2019) .Ther e
mustbeapr operf eedbacksy st em f ori mpr ov ementbecause
feedbacki st hecour secont ent ’
sr eal image.Thel astf actort hat
affectst hest udent ’
ssat isfact i
oni sdesi gn.Thecour secont ent
needst obedesi gnedi nanef fect ivemannersot hatst udent sshoul d
easi l
yunder st andi t.Ift hei nst ruct orpl anst hecour se, sot he
student sunder st andt hecont entwi thoutanypr obl emsi teffect ively
l
eadst osat isfact ion, andt hest udentcanper form bet terint he
ex ams.I nsomesi tuat ions, thecour secont entisdi ffi
cul ttodel iverin
onl i
net eachingl iket hepr act i
cal par ti .e.reci pesofdi shesor
pract i
cal demonst rationi nt hel ab.I nsuchasi tuation, theinst ruct or
needst obemor ecr eat iv ei ndesi gni nganddel i
veringt hecour se
cont entsot hati tposi t
iv elyi mpact st hest udent s’over allsatisf action
wit honlinecl asses.

Over
all
,thest
udent
sagreedt
hatonl
i
neteachi
ngwasval
uablef
or
t
hem eventhought
heonli
nemodeofcl
asseswasthefi
rst

23
exper i
encedur i
ngt hepandemi cper i
odofCov id-19( Agar wal &
Kaushi k, 2020;Raj abal ee&Sant al l
y, 
2020) .Someoft hepr ev i
ous
studiessuggestt hatt het echnol ogy -
suppor tedcour seshav ea
positiver elat
ionshi pwi thst udent s’per formance( Cho&
Schel zer, 
2000; Har asi m, 2000;Si gala, 2002) .Ont heot herhand, the
demogr aphi cchar act eri
sticalsopl ay sav ital r
olei nunder st andi ng
theonl inecour seper formance.Accor dingt oAPAWor kGr oupoft he
Boar dofEducat ional Affairs(1997) ,thel ear ner -
cent er edpr inci ples
suggestt hatstudent smustbewi ll
ingt oi nv estt het imer equi redt o
compl et eindivi
dual cour seassi gnment s.Onl i
nei nstruct or smustbe
enthusi asticaboutdev elopinggenui nei nstr uctional resour cest hat
activel
yconnectl earner sandencour aget hem t owar dpr of icient
performances.Forbet t
erper formancei nst udi es, botht eacher sand
student shav eequal responsi bi
lity.Whent hel ear nerf acesany
problem t ounder st andt heconcept s, heneedst omakei nqui riesf or
theinst ructor’
ssol ut i
ons( Banger t,
 2004) .Thus, wecanconcl udet hat
“i
nstruct orqual i
ty,st udent ’
sex pect ation, promptf eedback, and
effecti
v ecour sedesi gn”si gnifi
cant lyimpactst udent s’ onl inel ear ning
process.

24
Howmanyst
udent
slear
nfr
om Vedant
u?

I
thassome500+t eacherswhohavetaughtmoret
han1Mi ll
i
onhour s
to 40,
000+students 
str
etchedacr
oss1000+ci
ti
esfrom 30+countri
es.
Vedantuisfoundedbysomef ri
endsfr
om II
Tswhohavebeent eacher
s
themselveswit
hov er13yearsoft
eachi
ngfamil
i
ari
tyandhavingtaughtov
er
10,000student
s.

Whati
sther
ankofVedant
u?

I
ndi anedtechapplicat
ionsVedantuandBYJU'srankinthet op10listat
 No8
andNo10  respect
ivel
y,ofmostdownloadededucationalappli
cat
ionsfrom
theGoogl ePlayStore,arecentr
eportbyappanalyt
icsfir
m SensorTower
revealed.

I
sVedant
uappgoodf
orst
udy
?

Vedantuisthe bestandmostpopul areducationalapp t
hatpr
ov i
desexpert
studentser
vicesinmanyway s..
..Thi
swi l
lhelpalottoincr
easethestudents'
educati
onalleveltoagreatextentandthattoo,withoutembarr
assingthem at
anypoint.

Howmanyuser
sar
ether
einVedant
u?

Wehad  ar
ound700,
000user s 
whot ookt hef
reelivecl
assintheacademic
year2019andin2020-21,
they earisst i
l
lnotov er
,butthatnumberi
ssurel
y
goingtocost7.
5mill
ionuniquest udentswhot akeaf r
eelivecl
asson
Vedantu-it
smorethan10t imes,"Krishnasaid.

Whati
sthequal
if
icat
ionf
orVedant
uteacher
?

Fouryear
sintegrateddegr eecourseofregi
onal col
legeofeducationof
NCERT wit
hatl east50%mar ksinaggregate.Bachelor'
sdegreeinEngl
ish,
Hindi
,Soci
alscience, Sanskri
t,Math’
sandsci encewithatleast50%mar ks.
Passedincentralteachereli
gibil
i
tytestCTETpaperI IconductedbyCBSE.

NATI
ONALSETI
SFACTI
ONOFSTUDENTS

25
RecentSt
udi
esonSt
udentSat
isf
act
ionwi
thOnl
ineCour
ses

Multipleappr oachesdef ineandassessst udentsat isfact ion.Rubi n,Fer nandes

&Av ger inos( 2013)ext endedr esear chont heCommuni tyofI nqui ry( Garri
son,
Ander son&Ar cher ,
2000)whi chdef inessoci al,cogni t
iv e,andt eachi ng
presenceasbei ngessent i
altot hest udentl earningexper i
enceand, thus,
studentsat isfaction.Theydet ermi nedt hatlearningmanagementsy stem
(LMS)f eatur esgr eatlyi mpactper cept i
onsofcommuni tyaccor dingt othe
i
nqui ryf r
amewor k.Inar elatedst udy ,Mahmood, MahmoodandMal ik( 2012)
arguedt hatt eachi ngpr esencepl ay st hemostcr i
t i
cal rol einhowst udent s
evaluat eonl inelear ning.Thei nt eract ionconst r
uctpl ay sani mpor tantr ol
ein
bothf ace- to-faceandonl inelear ni
ngmodal i
ties( Kuo, Wal ker ,Belland&
Schroder ,2013) .Inf act ,manyst udieshav ef oundt hatbot hquant i
tyand
qualityofst udenti nter act i
onsar ehi ghl ycorrelatedwi thst udentsat isfacti
on
i
nal mostanyl earningenv ir
onment .Howev er, i
nv estigat orshav enot edt hat
demogr aphi candcul tural consider at ionsalsoi mpactt hedesi gnof
appropr iatei nteractiont echniquesi nonl i
nel earning( Gonzál ez-Gómez,
Guar diola,Mar tí
nRodr í
guez&Mont ar oAl onso, 2012) .KeandKwak( 2013)
i
dent ifi
edf iveel ement sofst udentsat isfacti
on: learnerr elevance, act ive
l
earni ng, authent iclear ning, l
ear neraut onomy ,andt echnol ogycompet ence.
Kuoetal .( 2013)det ermi nedt hatlear ner-i
nstructori nt eract i
onandl ear ner-

26
contentinteractioncombi nedwi t
htechnologyef ficacyar ev ali
dindi cat orsof
students’posi t
iveperceptions.Howev erBattali
o( 2007) ,
usi ngacr iter i
on
approach, ar
guedt hataposi tiv
ecour serati
ngr equi reseffectivelear ner -
i
nstructorinteracti
on.Keengwe, Di
teeyontandLawson- Body( 2012)ar gued
thatstudents’ expectati
onsi nfl
uencet heinstructor’sdesignofef fect ive
technologytool sinonl i
necour sesandar et hekeyt ounder standingt he
sati
sfactionconst ruct.Theaut horsconcludedt hatsat i
sfactionwasmost
i
mpact edbyl earni
ngconv eni encecombi nedwi tht heef f
ect i
venessofe-
l
earningt ools.Dziuban, Moskal ,Br
ophy -
Ell
isonandShea( 2007)f oundsi xkey
element sthatcont ri
butetost udents’sati
sfaction: anenr i
chedl ear ning

env ironment , wel l-def inedr ulesofengagement s, inst ructorcommi tment ,

reducedambi gui ty, anengagi ngenv ironment ,andr educedambi val enceabout
thev alueoft hecour se.Becausecol l
egesanduni ver siti
eshav et obemuch
mor er esponsi v et ot heirst udentcl ientbase( Long, 2011; Bor del on, 2012;
Allen&Seaman, 2013) ,
ambi v alencebecomespar t
icul arl
yi mpor tant .This
i
mpl iessat i
sf act i
oni sanunder ly i
ngi ndi cat orofsuccessi nv ariousl earning
env ironment s, especi all
yonl i
nemodal i
t i
es.Sat isf i
edst udent sappeart obe
engaged, mot ivatedandr esponsi ve; cont r i
but et oanef f
ect i
vel ear ning
cli
mat e;andachi ev eathi gherl ev els.Di ssat isfiedorambi valentst udent s
cont ri
but et oenv ironment swher ei nst ruct or sappeart ohav emuchmor e
difficul tyf acilitatingef fect ivel ear ningsi tuat i
ons.Facul tymember si nsuch
circumst anceshav et roubl er elatingt ot hei rst udent sandmayi ncor rectly
assumet hatsuchdi ff
icul ti
esar er elatedpr imar ilyt ost udentdi ssat isfaction
withonl i
nel ear ning( Dzi ubanetal .
, 2007) .Apr eci seconf igurat ionofst udent
sat i
sf act ionwi thonl i
nel ear ningi spr ov ingt obeel usi vebecausei tmi ghtbe
cont extdependent( e.g. ,col lege, discipl i
ne, cour sel ev el,i
nst i
t ution, and, of
cour se, i
nst ruct or).BowkerandSt ar( 1999)uset het erm“ boundar yobj ect ”to
suggestt hatt hesei temsori deasadaptt ospeci ficneedsandconst raints
whi lemai ntai ningacommoni dent ity.Whi lebr ingi ngacommuni tyofpr actice
toget herf orcommuni cat i
onandi nqui rypur poses, theyar egener allyar eweak
i
nt hel ar gecohor t.Accor dingt ot heser esear cher s, howev er,theobj ect
(studentsat isfact ion, int hiscase)i smuchmor ewel l-definedwi thini ndi v
idual
const ituenci es.Thesedef init i
onal issuesappeart or ef l
ectwhatWat ts( 2011)
callsconf irmat ionbi as—t hati s, accept ingi nf ormat i
ont hatconf irmsour
exist ingbel ief smuchmor er eadi lyt hani nf ormat iont hatdoesnot .Toexpr ess
thei rdegr eeofsat isfact ion, st udent sr eactonl yt ot hingst hatt heyexpect ,but
arenev erexpr essl yst at ed( i
.e. ,theirpr edet er mi nedpsy chologi cal cont ract)or
towhatt heyhav eal readyassumedaboutt hecour se.Howev er, shoul d
dissonancewi tht heseexpect ationsdev el op, st udent smayencount er
ambi v alencechar act er i
zedbysi mul taneousposi tiveandnegat iv ef eel i
ngs.
Thesear et hemi xedemot i
onsdescr i
bedbyWi eger t( 1991)andLong( 2011) .

27
I
mpactofonl
inecl
assesonthesat
isf
act
ionandper
for
manceofst
udent
s
dur
ingt
hepandemicperi
odofCOVID19

Int hepr esentstudy ,

theaut horsev aluatedt hedi f
ferentfactorsdir
ectlylinked
withst udents’satisfacti
onandper formancewi thonlineclassesdur i
ngCov id-
19.Duet othepandemi csituati
ongl obal l
y,allthecollegesanduni versi
ties
wer eshi ftedtoonl inemodebyt heirrespect ivegov ernment s.Noonehast he
i
nf or mat i
onthathowl ongthispandemi cwi l
lremain, andhencet heteachi ng
met hodwasshi ftedt oonlinemode.Ev ent houghsomeoft heeducat orswer e
nott ech-savvy
, t
heyupdat edt hemsel vest obat tl
etheunexpect ed
circumst ance(Pill
ai etal.
, 
2021) .Thepr esentst udyresultswi l
lhel
pthe
educat orsincr
easet hestudent ’
ssat isfactionandper for
mancei nonli
ne
classes.Thecur rentr esearchassi stseducat orsinunder standingthedifferent
fact orsthatarer equi r
edf oronlineteachi ng.

Compar i
ngt hecur rentr esear chwi thpastst udies, thepastst udi eshav e
exami nedt hef actorsaf fecti
ngt hest udent ’
ssat isfactionint heconv entional
school i
ngf ramewor k.Howev er ,thepr esentst udywasconduct eddur ing
Indi
a’slockdownper iodtoident i
fythepr omi nentf actorsthatder i
vet he
student’ssat isf
actionwi thonl i
necl asses.Thest udyal soexpl oredt hedi rect
l
inkagebet weenst udent ’
ssat isfactionandt heirper formance.Thepr esent
study’sfindingsi ndicatedt hati nstructor’squal i
tyi sthemostpr omi nent
factorthataf fectst hest udent ’
ssat isfactiondur ingonl inecl asses.Thi s
meanst hatt heinstr uctorneedst obev eryef f
icientdur i
ngt hel ect ures.He
needst ounder standst udent s’ psychol ogytodel i
v erthecour secont ent
prominent l
y .Ifthet eachercandel i
v erthecour secont entpr oper ly, i
taf f
ects
thestudent ’ssat i
sfact i
onandper for mance.Thet eacher s’per spect i
v eis
cri
ti
cal becauset heirent husiasm l eadst oabet teronl inelear ningpr ocess
qualit
y.

Thepr esentst udyhi ghlightedt hatthesecondmostpr omi nentfactoraf ecti

ng
students’satisfacti
ondur i
ngonl ineclassesi st hest udent ’sexpect ati
ons.
Studentsmi ghthav esomeexpect ati
onsdur ingthecl asses.Ifthei nstructor
understandst hatexpect at
ionandcust omi zeshi s/hercour sedesi gnf oll
owing
thestudent ’
sexpect ations, thenitisexpect edt hatt hest udent swillper f
orm
betterintheexami nat i
ons.Thet hirdfactort hataf ectst hest udent’s
sati
sfacti
oni sf eedback.Af terdel i
veri
ngt hecour se, appropr i
atefeedback
shouldbet akenbyt hei nstructorstopl anfut urecour ses.I talsohel pst o
maket hef uturestrat egies( Tawaf aket  
al.
,2019) .Ther emustbeapr oper
feedbacksy stem f ori mpr ovementbecausef eedbacki sthecour secont ent’
s
realimage.Thel astf actort hatafectst hestudent ’ssat i
sfactionisdesi gn.The
coursecont entneedst obedesi gnedi nanef fecti
v emannersot hatst udents
shouldeasi l
yunder standi t.Iftheinstructorpl anst hecour se,sothest udents

28
understandt hecont entwi thoutanypr obl
emsi teff
ecti
velyleadst o
sati
sfacti
on, andt hest udentcanper form bett
erintheexams.I nsome
si
tuati
ons, thecour secont enti
sdif
ficulttodeli
verinonl
inet eachingliket
he
pract
icalpar ti.
e.recipesofdi shesorpr acti
caldemonstrationint hel
ab.In
suchasi tuation,t
hei nstructorneedst obemor ecreati
vei ndesi gni
ngand
deli
veri
ngt hecour secont entsothatitpositi
velyi
mpactst hest udents’ov
eral
l
sati
sfacti
onwi thonlineclasses.

Ov erall,thest udent sagr eedt hatonl i

net eachi ngwasv aluabl ef ort hem ev en
thought heonl inemodeofcl asseswast hef rstexper iencedur i
ngt he
pandemi cper iodofCov i
d- 19( Agar wal &Kaushi k, 2020; Raj abalee&Sant all
y,
2020) .Someoft heprev iousst udiessuggestt hatt het echnol ogy -
suppor ted
cour seshav eaposi t
iver elationshi pwi thst udent s’per f
or mance( Cho&
Schel zer ,2000; Harasim, 2000; Si
gala, 2002) .Ont heot herhand, the
demogr aphicchar acteristical sopl aysav i
tal roleinunder standingt heonl i
ne
cour seper formance.Accor dingt oAPAWor kGr oupoft heBoar dof
Educat i
onal Afairs(1997) ,thel earner-center edpr i
nciplessuggestt hat
student smustbewi l
lingt oi nv estthet imer equi redt ocompl etei ndividual
cour seassi gnment s.Onl inei nst r
uctorsmustbeent husi ast i
cabout
dev elopi nggenui neinst r
uct ional resour cest hatact ivelyconnectl ear nersand
encour aget hem t owar dpr ofcientper for mances.Forbet t erperfor mancei n
studies, bot ht eacher sandst udent shav eequal responsi bil
ity.Whent he
l
ear nerf acesanypr obl em t ounder standt heconcept s, heneedst omake
i
nqui riesf ort hei nstr
uct or’ssol ut
ions( Banger t,
2004) .Thus, wecanconcl ude
that“ i
nst r
uctorqual i
ty,student ’sexpect ation, promptf eedback, andef f
ective
cour sedesi gn”si gnifi
cant lyimpactst udent s’onl i
nel ear ningpr ocess.

TheEdTechReadi
nessFr
amewor
k

29
Theoppor t
unityforEdTecht oenabl edi sr
uptioninbot hK12andPost -K12
reli
esont heEdTechReadi nessFr amewor k(ERF) .TheERFact sasakey
met ri
ct ot r
ackt hegrowthdr i
versofEdTechmar ket.It
s4pi l
larsar e:Alarge
untappedmar ket—coupledwi thbur geoninginternetreach, awar eness, and
thedi giti
zati
onofpr i
maryeducat ion—y iel
dsapr omi singout l
ookf orEdTechi n
India.Fut ur
eout looksfordigit
ization,usergrowt h,andi ncreasedf undi
ngar e
l
ikelyt obepar ticular
lyaggressive.Thesedr i
v ersofgr owt hhav eledt oa
wat ershedmomentf orEdTechi nI ndia.Thefindingscl earlyi
ndi catethatthe
educat iondel i
verylandscapeissetf orrapi
dchange, withonl ineeducat ion
offeri
ngspoi sedt odisr
uptthest atusquobydi sruptingt hetraditi
onal
educat ionlandscape.

Digit
aladoptionamongf amil
iesandi
ndividual:~160MNhouseholdswi
th
activeint
ernetaccessAwar enessofEdTech: ~80%student
sinK12awareof
EdTechWi l
li
ngnesstopayf orEdTechsolutions:~60%ofawareuser
swill
i
ng
topayf orEdTechpr oductsFundingi
nEdTechcompani es:$1.
6BN+pr i
vate
i
nv estmentsflowdur i
ng2014t oH12019

TheK12EdTech- addressablemarketisprojectedtobewor th$1.7BNby2022,

upmorethansi x-
foldfrom $265MNi n2019.Whi lethenumberofstudents
enr
oll
edinoff
linecoachi ngforK12isexpect edtogr owonly~8%by2022,
onl
ineeducat
ioni ssettohav eamuchl argerincrease.St
ronggrowthisli
kely
acr
ossall3maj orK12segment s,
withgrades1–5seei ngthefast
estgrowth.

EdTechMar
ketGr
owt
h
ThePost -K12EdTechi ndustryisdivi
dedinto4segment s,eachcateringto
diff
erenteducationneedsandout comes: hi
ghereducation,techni
cal ski
ll
ing,
testpreparat
ionf orgover
nmentj obs,testpreparat
ionforotherjobs.Therei s
ampl eopportunityformarketexpansionhere, pr
ovidedcertainobstaclesare
adequatelyaddressed.Thei ndustrywil
lgrowt hr
eefoldby2022, swellingto
$1.7BNi nsales.Muchoft hi
swi l
lcomef rom EdTechof feri
ngsfocusi ngon
highereducation,asitdoest oday
.

Creati
ngmul tiplewinner sintheonlineeducat i
onmar ketI
ndia’
slargeEdTech-
addressablepopul ationof150mi ll
i
onst udentscutsacr osscityt
iers,income
groups,languagepr of i
cienci
es,andcur r
icula.Themul t
ipl
esubsegment s
makei tessent i
alforEdTechcompani est omakedi ff
erenti
ati
onsbasedon
syll
abi,l
anguage, pricing,pedagogy,offl
i
nesuppor t,
andt eachertr
aining.
Reimaginingpr i
cingst rategi
esAbout60%ofuser swhoar eawareofEdTech
arewill
ingtopayf orapr oduct.Howev er,t
hecur rentprici
ngdoesnotmeet
theproductrequi r
ement .Usersfacesever alhurdl
esinadopt i
ngEdTechas
themai nsour ceofsuppl ementaryeducation.Only18%ofcur r
entuser shave
repl
acedof fl
inesuppor twithEdTech.Byof f
eringtri
alsforpaidservices,
30
EdTechcompani escanhel ppar ent sandchi ldrenunder standi fandhowt heir
productorser vicei sbet tersui tedt ot hei rneedst hanof fli
net ui ti
ons.A
full
of feringproductcanchar geupt o70–80%ofof fl
inet uiti
ons.Formodul ar
offerings, thepr icingcanbef urtherl ower ed.K12I ndi a’sexi stingK12and
Post -K12educat ionecosy stem i si nef fect i
ve, andi thasl ongbeeni nneedof
disrupt ion.Increasi ngl y, par ent sandst udent shav est ar tedr elyingon
suppl ement aryeducat iont omakeupf oranygapsi nt hecl assr oom.I nPost -
K12, ar eassuchasaut omat ionandmacr oeconomi csunder goconst ant
change, whichconsequent lyaf f
ect sempl oymentpr ospect s.Thus, theneed
foradul teducat ioni snowbei ngf eltmor eacut elyt hanev erbef or e.Most
frequent l
y,suchanci l
laryeducat ioncomesi nt hef or m ofof f l
inet uitions.The
datar ev oluti
oni nt hepast2y ear sandt her i
seofI ndi a’s“ aspi rers” —whof orm
themostambi tiousandpopul ousi ncomedemogr aphi cbutar esev er el
y
under ser ved—hasl edt ot her i
seofanumberofent repr eneur si neducat ion
technol ogy,i.
e.EdTech.I ti sher et hatt henextwav eofgr owt hwi lltakepl ace,
asmor eandmor ei nnov at ionsf ocusont he“ aspi rers.”15EdTechi nI ndia
Focusi ngoncogni tiv elear ningandl ong- t
er m out comesf ory ounger
audiencesGr ade1–5EdTechuser s( cur r
ent lywi thal owbaseof~5MNuser s)
aregoi ngt oleapf rogt heof flinesuppl ement aryadopt ion, gr owi ngatCAGRof
93%ov er2019–22t o~36MNuser s.Thet endencyf orEdTechcompani est o
beexam-orr esul tsf ocusedi sadet er rentf orpar ent sofy oungchi ldr en.Most
compani esarey ett omi neoppor tuni tiesi ncogni ti
v edev elopmentr athert han
academi cperfor mance.EdTechhast heoppor tunityt ot akeanedgeov er
offli
net uit
ionwhi chdonotser vet hepr imar ydemandsofpeopl er aising
youngchi l
dreni .e.logi cbui ldingandhabi tf ormat ion.Rei nv ent i
nghi gh-value
salesMostEdTechcompani eswi thal argenumberofuser shav er eliedona
feet-on- str
eet8sal est eam anddemost oconv incepeopl et opayf ort heir
product s.Toensur eaf for dabi l
ityf ort heNextHal fBi ll
ion( NHB) , K12
compani eswi l
lneedt okeepsal escost slow, bydr i
vingef f
icientdi gi talsales
i
nor dert obot hgr owmor er api dlyandhav ebet teruni teconomi cs

Lev eragingt eacher sfortrust,adoption,engagement ,andout comesTeacher s

aret hegat ekeeper sofeducat ion-
relateddeci sionst akenbypar ents,starti
ng
from needs- r
ealizationandawar enesst opur chasedeci sionandexper i
ence.
Mor eov er,the‘humanel ement ’i
sessent i
alforEdTecht oby passof fl
ine
tuit
ion.Teacher shav eremai nedunder uti
l
izedbyEdTechpl ayers,whomust
l
ev eraget hem i nt woway s: asdeliverypartner sandaspr omot ers.Assi st
ed-
l
ear ningmodel shav eabet terNPSof44compar edto31f orself-paced
l
ear ningmodel s.About31%ofpar entsofchi l
dreni ngrades1–5wer e
disincli
nedt opur chaseEdTechduet othelackoft eacherandpeeri nteracti
on.
8.Feet -on-streetsalesf orce/team referstocompany -
appoi ntedsal esforce
thatengagesi ndoor -to-
doorsal es(pushsal est acti
c)byof feri
ngpr oduct
demosandcl ari
ficationstoconv i
nceandconv er tl
eadsi ntopay ingcust omers
Of f
eringv ernacul arlanguagecont entChil
dr enar emor ecomf ortable

31
communi catingintheirmothert ongueorthei
rlocallanguage,eveni ft
hey
studyinEnglish-medium schools.OnsomeofI ndi
a’sbiggestcont ent
pl
atforms, t
heact i
veusersar elargelyf
rom non-metrosandpr efervernacul
ar
content.Compani esmustt ai
lort hei
rsol
uti
onandi ncorporat
el anguage
nuancesf oreffect
ivedeli
veryanduserengagement

Drivingengagement ,par t
icularlyamongpai duser sTheNPS( NetPr omot er
Scor e)standsat45amongpai dEdTechuser s.Thisisamuchhi gherscor e
whencompar edt oot hert ech-basedi ndust ri
essuchasf oodandwel lness,
mobi l
it
yande- tail
ing.Thi si sapr omi singsi gnf orEdTechandshoul dcr eatea
ri
ppl eef f
ectonpr oductadopt ionandcust omerl oyalt
y.I
tcanal sobeusedi n
wor dof-mout hcampai gnsandt est i
moni alstof ostert
rustamongnon- pay i
ng
user s.Increasingt rustt hroughbr andbui lding,engagement ,andout comes
Entrepreneur shav eauni queoppor t
uni tyt out i
l
izestudentout comest obuild
abr and, e.g.school exam r esul t
s, collegeadmi ssi
ons,orlearningpr of i
ciency.
Entrepreneur sshoul df ocusondemonst rati
ngst udentout comesandut ili
zing
theseout comesf orbui l
dingt r
ustandbr and.Amongact iveuser s, ov er55%
citedigitaladsast hei rprimar ysour ceofawar eness.Theef fectivenessof
digit
al adsi ncreat ingawar enessi sequal lyimpr essi
veamongnon- user s,wi t
h
45%non- usersindicat ingt heybecameawar eofEdTecht hroughonl ineads.
NHBdi gitalusageandhabi t
sar eev ol ving.Compani esshoul dusedi gi t
al
channel sef fectiv
elykeepi ngt hati nmi nd.

Ensuringassistanceandsoci alinteracti
oninadul tlearningLearningisa
socialexerci
se, under
pinnedbyi nteracti
onsbet weent hosewhoi mpar t
educationandt hosewhoi mbibeit.Thisi strueacrossK12andPost -K12
segment s.Around40%oft hosei nPost -K12whoar einclinedtouseEdTech
fortechnicalskil
lsspecifi
call
ylookf orassisted-l
earningmodel s,and90%of
payingEdTechuser sratedinter
act i
vit
yasakeyengagementdr i
ver.EdTech
musti ncorporatetool
st hatenablecust omer stocommuni cat
ewi thpeersand
teacherstohel padult
sachi evelearningout comes.

Prov i
dingmul ti
li
ngual contentandmodul arof f
eri
ngsf oreffect
iv e
monet izat ionint hegov ernmentj obt estprepsegmentTher eisagr eat
demandf orgov ernmentj obsi nIndi a.Inthissegment ,
75%oft hestudents
survey edexpr essedani ncli
nationt opayf orunbundl edormont hl
ytest
prepar ationser ies, and55%pr efertosi gnupf orbil
i
ngual courses.EdTech
mustensur ethatthei rcont entof feringsareav ail
ableinmul ti
plelanguages
andt hatuser scanpur chaser elev antmodul esseparately.Uti
li
zingthehigh
will
ingnesst opayf ortechni calski l
l
ingt hatculminatesi ncareerdev el
opment
Witht her isei naut omat ioncomeschangi ngski ll
srequirement s,whichhas
fuel
ledt heaspi rationf orreski l
li
ngf orcar eerimpr ovement .Mor ethan80%of
mid-lev elwhi tecollarrespondent swer ewi l
li
ngt opayf ortechnicalskil
li
ng
coursest oadv ancet heircar eerdev elopment .By2022, thepaiduser baseis
settoi ncr ease2. 5t i
mest o~1. 5MNuser sf rom ~600Ki n2019.About76%of

32
respondentsratedcar
eersupportasamust-haveintechnicalski
l
li
ng
products.EdTechshouldf
ocusonensur i
ngcareerdevelopmentandwi l
l
benefi
tfrom modelssuchastheI ncome-
Shari
ngModel ,whereinastudent
paystot heeducati
onprovi
deronlywhentheyachiev
eami nimum thr
eshol
d
ofoutcome.

Buildingt r
ustbymaki ngst udenttest imoni al
swi delyav ailableacrossrelevant
cont entplat formsLear nersconductext ensiver esear chacr osspl atfor
ms
befor epur chasingEdTechpr oductsandar epr oact iv
ei nscout ingforoptions.
About68%oft her espondent ssai dt heyconductr esear chev enaf t
erwor d-of
-
mout hrefer r
alsorper sonal recommendat i
ons.Near ly77%usej obportals,
30%useGoogl eand25%useYouTubeassear chav enuesf orcareer
oppor tunities.Quor aandReddi tareot herv i
abley etunder -l
everaged
platforms.Al most50%oft hoser esear chingf ort est-preppr oductsuset hese
twopl atformsf orlearningaboutcour sepedagogyandbenef it
s.Integr
ating
l
ife-skil
lstrainingwi thcur r
iculum toenhanceempl oy abili
tyandout comesThe
“IndiaSki l
lsRepor t
”outlinest hatempl oyerspr efercandi dateswhohav e
bettercommuni cati
onski l
lsandar er eadyt olear nandadaptt ochangi ng
businessenv ir
onment s.EdTechcompani esmustf ocusoni mpar ti
ngthese
softski l
ls,inaddi ti
ont opr ovi
dingt echni calknow- how.Thi swillhelpprovide
ther equiredski llsetforthewor kf
or ceoft hefutur etosucceed.

Rat
ional
eforst
udy

Ast henumberofonl ineeducat i

oncour sesi nhighereducat i
onhasi ncreased,
concernsandi ssueshav ear isenaboutt hequal it
yoft hesecour ses( Yang&
Cornelious, 2003) .Manypr oblemst hathav eariseninonl ineeducat ion
regardingi t
squal ityar eof tenr el
at ed,butnotl i
mi t
edt o:(a)t her equirementof
separatequal it
yassur ancest andar ds,(b) ,
programshav i
ngl ow( orno)qual i
ty
standards, and( c)t herei snoconsensusonwhatconst i
tut eslearningqual ity
(Twigg, 2001) .Car nevale( 2000)r eportedt hatNi ckSmi th( D, Michigan) ,the
chairmanoft heHouseofRepr esent ati
vessci encesubcommi t
teeonbasi c
researchexpr esseddeepconcer nsaboutt hequalityofint ernet-
based
coursesdur ingahear ingi nMayofy ear2000.Repr esent ativeSmi t
hst ated
thather emai nedskept i
cal ofthequal it
yofonl i
nel earning, “..
.student swho
takecour sesonl i
nedon' tinteractasmuchast heirpeer sint r
aditi
onal cour ses,
andt hattheymaywal kawaywi t
hknowl edgebutnotwi thanunder standingof
howt ot hinkf orthemsel ves( p.51. )”Concer nshav ealsoar isenast otheuse
oftechnol ogyasapanaceat ocor r
ectfinanci alproblemsofi nsti
tutionsr ather
thanser veasav alidteachi ngmet hod(Hensr ud,2001) .Brown&Gr een( 2003)
haveal soar guedt hatonl i
necour sedeliv eryisoftenv i
ewedby

33
“admi nist rat orsasa‘ cashcow’ venue–ameansofdel i
ver ingi nst ruct iont oa
l
ar genumberofpay ingcust omer swi thoutt heexpenseofpr ov i
di ngt hings
suchast emper at ur econt rol l
edcl assr oom andpar ki ngspaces”( p.148) .
Manyopponent sofonl ineeducat i
onquest ionwhet herornotonl inel ear ning
canpr ov idet hesamei nter act i
onbet weeni nst ruct or-st udent sandst udent s-
student sast radi tional classr oomsof fer ed( Robl y er&Ekhaml ,2000) .Some
opponent sal soquest i
ont hequal i
tyofonl ineeducat ionsi ncet hequal ityof
i
nst ruct or swhot eachonl i
necour sescannotbeguar ant eed( Wei ger , 1998) .
Argument sar emadet hatasconsumer sofonl ineeducat i
on, st udent sar e
unlikel yt obeabl et of i
ndouti nformat i
onaboutt hequal i
tyoft hecour sest hat
arepr ov ided( Twi gg, 2001) .School soruni v ersit i
est hatof feronl i
needucat ion
cour sest ypi cal l
ydonotpr ov idecompar at ivei nf ormat ionf orst udent se. g.,
howwoul dast udentknowwhi chonl inecour semeet shi s/ herneeds?
Mor eov er , prer equi sitest hatar eessent ial fort aki ngapar ticul aronl inecour se
areusual lynotcl ear l
yst at edonwebsi tesf orst udent s, andwhenst udent sare
encount er ingt echni cal probl ems, whowi l
l theybeabl et oaskf orassi st ancei f
i
ti snotav ailabl et ot hem ( Twi gg, 2001, p.15) .Thus, addi ti
onal resear chi s
neededt oexami net hequal ityofonl i
needucat ion.Pr oponent sar einsuppor t
ofonl ineeducat ion.Theyhav esuggest edt hatt hel ackoff ace- t o-face
i
nt eract i
oncanbesubst i
tut edbyonl inedi scussi onsi nbul letinboar dsy stems,
onlinev i
deoconf er encesoronl istservs( Blake, 2000) .Onl ineeducat ioncan
alsopr omot est udent s’ cr itical thinkingski l
ls, deepl ear ning, col labor ativ e
l
ear ni ng, andpr obl em- sol v ingski ll
s( Ascough, 2002; Rosi e, 2000&Br i
ggs,
1999) .Donl ev y( 2003)asser tedt hatonl ineeducat ionmayhel pschool s
expandcur ricul aof fer i
ngswi thlesscostandcanhel pgr aduat esgai n
i
mpor tantt echnol ogyski l
lst oi mpr ov et hei rmar ket abi lity.Pr oponent sal so
arguet hatonl i
needucat ioncanencour agenondi scr imi nat or yt eachi ngand
l
ear ni ngpr act i
cessi ncet het eacher sandst udent s, aswel lasst udent sand
their863cl assmat est y pical l
ydonotmeetf ace- to-face.Pal loffandPr att
(1999)r epor tedt hatbecausest udent scannott ell ther ace, gender ,
phy sical
char act er isticsofeachot herandt heirt eacher s, onl ineeducat ionpr esent sa
bias- freet eachi ngandl ear ni ngenv i
ronmentf ori nst ruct or sandst udent s.
Qual ity ,asusedi nt hisst udyi stheext entt owhi chani nter net -baseddi stance
educat ionpr ogr am meet st hebenchmar kcr i
ter iaest abl ishedbyt heI nst i
tute
ofHi gherEducat ionPol icyi n2000( IHEP2000) .Inor derf oradi stance
educat ionpr ogr am t ober ecogni zedasaqual itypr ogr am i tshoul dmeet
thesespeci ficcr i
ter ia( Hensr ud, 2001) .Accor di ngt oKear sl ey( 2000) , t
obe
consi der edasgood- qual ityonl i
necour se, tenmostcr itical el ement smustbe
i
ncor por ated.Theyar e“ cont ent ,pedagogy ,mot ivat ion, f
eedback,
coor di nat ion/ or gani zat ion, usabi li
ty,assi st ance, wor kl oad, andf lexibi l
ity”
(p.105) .Numer ousr esear chpr ojectshav ebeenconduct edf rom t he
per spect ivesoff acul ty( Bennet t&Bennet t, 2002; Bower ,2001; O’ Qui nn&
Cor ry, 2002; Yueng, 2001)andadmi nistr ator s( Al l
ey , 2001; Giannoni &Tesone,
2003; Husman&Mi ll
er ,2001)t owar dt hequal i
t yofdi stanceeducat ion, wher e

34
theInternetwasusedast hemaj ordel iv
erymet hod, basedupont heIHEP’s
quali
tybenchmar ks.Howev er,t
herei salackofr esearcht omeasur ethe
quali
tyofonl i
needucati
onf rom thest udents’per spective.Li
tt
lei
sknown
aboutt hequali
tyofprogramst hatof f
eronlineeducat ion,especi
all
ythose
programsbasedont heInternet
.Facul ty,
admi nistrators,andpoli
cymaker s
needt oknowhowt hei
r“customer s”v i
ewt hequal i
tyofonl i
needucati
on
programsbasedupont heirownl earningexper i
ences.

Cour
sedesi
gnandsat
isf
act
ionofst
udent
s
Thecour se’st echnological designi shighlypersuadi ngt hestudent s’lear
ning
andsat isf acti
ont hrought heircour seexpect ati
ons( Liaw, 
2008; Linet
al.
, 
2008) .Activecour sedesi gni ndi catesthest udent s’eff
ect i
veout comes
compar edt ot hetraditi
onal design( Black&Kassay e, 
2014) .Learningst y
leis
essent i
al foref f
ect i
vecour sedesi gn( Wool dri
dge, 1995) .Whi l
ecreat i
ngan
onli
necour sedesi gn,iti
sessent ial tokeepi nmi ndt hatwegener atean
experiencef orstudent swi t
hdi fferentl earningstyles.Si milar
ly,(
Jenki ns,
 2015)
highli
ght edt hatthecour sedesi gnat tri
butescoul dbedev elopedand
empl oyedt oenhancest udentsuccess.Hencet hehy pothesisthatt hecourse
designsi gni f
icantlyaffectsst udent s’ sati
sfacti
onwasi ncludedint hisstudy

Pr
omptf
eedbackandsat
isf
act
ionofst
udent
s

Theemphasi sinthisst udyi st ounderstandt heinfl

uenceofpr omptf eedback
onsat isfacti
on.Feedbackgi v
est heinformationaboutt hest udents’effecti
ve
performance( Chang, 2011; Grebennikov&Shah,  
2013; Simseketal .
,
 2017).
Promptf eedbackenhancesst udentlearningexper i
ence( Brownleeetal .,
 2009)
andboost ssatisfacti
on( O'donov an, 
2017).Pr omptf eedbackist heself-
evaluationtool forthest udent s(Roger s,
 1992)bywhi chtheycani mprove
theirperformance.Er aut( 2006)hi ghli
ghtedthei mpactoff eedbackonf uture
practiceandst udentl ear ningdev elopment .Goodf eedbackpr acticeis
benef i
cialforstudentl ear ningandt eacherst oimprov estudents’ l
earni
ng
experience( Yorke, 
2003) .Hencet hehypothesi st
hatpr omptf eedback
signif
icantlyaffectssat isfactionwasi ncludedi nthisstudy.

Expect
ati
onsandsat
isf
act
ionofst
udent
s

Expectati
onisacr uci
alfactorthatdir
ectl
yinf
luencesthesati
sfact
ionoft
he
student.Expect
ati
onDi sconfir
mat i
onTheory(EDT)(Oliv
er,
 
1980)wasut i
l
ized
todeterminethelevelofsatisf
actionbasedont hei
rexpect
ati
ons(Schwarz&

35
Zhu,  
2015).Student’sexpectationisthebestwayt oi mprovetheirsati
sfact
ion
(Brownetal .,
 2014).Itispossibletorecognizestudentexpectati
onst o
progresssat i
sfacti
onl evel(
ICSB,  
2015).Final
ly
,thepositi
veappr oachusedi n
manyonl i
nelearningclasseshasbeenshownt oplaceahighexpect ati
onon
l
ear ners(Gold, 
2011)andhasl edt osuccessfuloutcomes.Hencet he
hypot hesi
sthatexpect ati
onsoft hest udentsi
gnifi
cantl
yaffectthe
satisfacti
onwasi ncludedint hisstudy.

Sat
isf
act
ionandper
for
manceoft
hest
udent
s

Zeithaml (1988)descr ibest hatsat isfactionistheout comer esultofthe

perfor manceofanyeducat i
onal i
nst it
ute.Accor dingtoKot lerandCl arke
(1986) ,sat i
sfacti
onist hedesi r
edout comeofanyai mt hatamusesany
i
ndiv i
dual ’sadmi rat
ion.Qual i
tyinteract i
onsbet weeni nst ruct orandst udents
l
eadt ost udentsat i
sfaction( Mal i
ketal .,
 
2010; Mar tí
nez- Ar güellesetal.,
 2016).
Teachi ngqual i
tyandcour semat erialenhancest hest udentsat i
sfacti
onby
successf uloutcomes( Sander son, 1995) .Satisfacti
onr elat est ot hestudent
perfor mancei ntermsofmot i
vati
on, learning,assurance, andr etenti
on(Biner
etal.,
 1996) .Mensi nkandKi ng(2020)descr i
bedt hatper for mancei sthe
concl usionofst udent -
teacheref f
or ts,andi tshowst hei nt er estofstudentsin
thest udies.Thecr i
ti
cal elementi neducat i
onisst udent s’academi c
perfor mance( Rono, 
2013) .Therefor e,iti
sconsi deredascent erpole,andt he
enti
r eeducat i
onsy stem rot atesar oundt hest udent’sper for mance.Nar adand
Abdul lah( 2016)concl udedt hatthest udents’academi cper formance
determi nesacademi ci nstituti
ons’ successandf ail
ure.

Singhetal .(2016)assertedthatthestudentacademi cper f

or mancedi rectl
y
i
nf l
uencest hecount r
y’ssocio-
economi cdev el
opment .Farooqetal .(2011)
highlight st hestudents’academicper f
ormancei st hepr i
mar yconcer nofall
faculties.Addi ti
onal
ly,t
hemai nfoundationofknowl edgegai ningand
i
mpr ov ementofski l
lsisstudent’
sacademi cper f
ormance.Accor dingt oNar ad
andAbdul lah( 2016),r
egularevaluati
onorexami nat i
onsi sessent i
al overa
speci fi
cper iodoftimei nassessingstudents’academi cperf
or mancef or
betterout comes.Hencet hehy pothesi
sthatsatisfactionsignificantlyaf f
ects
theper formanceoft hestudentswasi ncludedinthi sstudy.

Sat
isf
act
ionasmedi
ator

Sibandaetal
.(2015)appliedthegoal t
heoryt
oexaminethef
actors
persuadi
ngstudents’academicperformancethatenl
i
ght
ensstudents’
si
gnifi
canceconnectedtot hei
rsat
isfacti
onandacademi
cachievement.

36
Accordingtot hi
st heory,studentsper form welliftheyknowaboutf actor
sthat
i
mpactont hei rperformance.Regar dingt heabov ev ari
ables,inst
itut
ional
factorsthatinf l
uencest udentsat isf
actiont hr
oughper f
ormancei nclude
coursedesi gnandqual ityofthei nstr
uct or(DeBour gh, 
2003; Ladoetal .
, 
2003)
,
promptf eedback, andexpect ati
on( Freder i
cksenetal .,
 
2000) .Hencet he
hypothesist hatqual i
tyoft heinstruct
or ,coursedesi gn,prompt sfeedback,
andst udentexpect at
ionssi gni
ficantl
yaf fectthest udents’perfor
mance
throughsatisfact i
onwasi ncludedi nthisstudy .

 H6:Qual
i
tyoft
hei
nst
ruct
or,
cour
sedesi
gn,
promptf
eedback,
and
student’
expect
ati
onsaf
fectt
hest
udent
s’per
for
mancet
hrough
sati
sfacti
on.

 H6a:
Student
s’sat
isf
act
ionmedi
atest
her
elat
ionshi
pbet
weenqual
i
ty
oft
hei
nst
ruct
orandst
udent
’sper
for
mance.

 H6b:
Student
s’sat
isf
act
ionmedi
atest
her
elat
ionshi
pbet
weencour
se
desi
gnandst
udent
’sper
for
mance.

 H6c:
Student
s’sat
isf
act
ionmedi
atest
her
elat
ionshi
pbet
weenpr
ompt
f
eedbackandst
udent
’sper
for
mance.

 H6d:
Student
s’sat
isf
act
ionmedi
atest
her
elat
ionshi
pbet
weenst
udent
’
expect
ati
onsandst
udent
’sper
for
mance.

Desi
gn

Thest udyusedadescripti
veresearchdesign.Thefactor
s“ i
nst
ructorqual
it
y,
coursedesign,promptfeedbackandst udents’
expectati
on”wereindependent
var
iables.Thestudent
s’sati
sfacti
onwasmedi atorandstudent
s’perfor
mance
wast hedependentvari
ableinthecurrentstudy

SCOPEFORTHESTUDY

Thedat awascoll
ectedfrom t
her espondent
sacrossallt
heSTUDENTS.The
totalsamplesi
zeforthestudyis100.Thestudyinvol
vesascert
aini
ngt
he
student’
spercept
iontowardsv ari
ousareassuchasonli
nestudy,pr
omoti
ons
offer
ed,bil
l
ingsystem andparkingfaci
li
tyet
c.Thestudyisal
soaboutt
he

37
priv
atelabelbrandparti
cul
arl
yinstudyservi
ce.Thest
udyalsotri
estoknow
whyt hestudentslear
nandst udyi
nVEDANTUandgetv al
uablesuggest
ions
from them.So,thestudytr
iedtogettheresponsesal
mostallki
ndsof
respondents.

 
OBJECTI
VEOFTHESTUDY

PRI
MARYOBJECTI
VE

Theobj
ect
iveoft
hepr
ojecti
stost
udyaboutt
heSt
udent
sset
isf
act
ionoft
he
onl
i
nest
udyatVEDANTY.

SECONDARYOBJECTI
VE
Toknowt
heov
eral
lset
isf
act
ionoft
hest
udent
stowar
dsVEDANTU.To
under
standt
heset
isf
act
ionofst
udent
stowar
dsst
udy
,ser
vice,
qual
i
ty,
av
ail
abi
l
ityoft
eacher
sandaccessi
bil
i
tyofwav
einVEDANTU.To
measur
etheawar
enessaboutVEDANTUpr
ivat
eor
gani
zat
ionpar
ti
cul
arl
yin
onl
i
nel
ear
ningandst
udy
.Tost
udyaboutst
udent
sset
isf
act
iononser
vice
pr
ovi
dedbyVEDANTU.Tounder
standt
hest
udent
’sexpect
ati
onf
rom
VEDANTU.

Tounder
standt
hepr
omot
ionsof
fer
edandi
nter
act
ionofser
viceper
sonnel
wi
tht
hest
udent
satv
edant
u. 

RESEARCHMETHODOLOGY

Thest
udyi
sexcl
usi
vel
ydonei
nthear
eaofmar
ket
ing.I
tisapr
ocessr
equi
ri
ng
car
e,sophi
sti
cat
ion,
exper
ience,
busi
nessj
udgment
,andi
magi
nat
ionf
or

whi
cht
her
ecanbenomechani
cal
subst
it
utes .

38
Rel
iabi
li
tyandDomai
nSampl
ing

Pr
iort
oanyanal
ysi
soft
hei
tem r
esponsescol
l
ect
edi
nthi
ssampl
e,t
he
psy
chomet
ri
cqual
i
tyoft
hei
nfor
mat
iony
iel
dedbyt
hei
nst
rumentwas
assessedwi
thv
ali
dat
edt
echni
ques.Next
,coef
fi
ci
ental
pha(
Cronbach,
1951)
wasusedt
odet
ermi
net
hesur
veyr
eli
abi
l
ity
.Thepsy
chomet
ri
csampl
i
ngi
ssue
ofhowwel
lthei
temscompr
isear
easonabl
esampl
efr
om t
hedomai
nof
i
nter
esti
sani
mpor
tantaspectofanal
yzi
ngconst
ruct
ssuchasst
udent
sat
isf
act
ion.Addr
essi
ngt
hisi
ssue,
Gut
tman(
1953)dev
elopedat
heor
eti
cal
sol
uti
oni
l
lust
rat
ingt
hatt
hedomai
nsampl
i
ngpr
oper
ti
esofi
temsi
mpr
ove
whent
hei
nver
seoft
hecor
rel
ati
onmat
ri
xappr
oachesadi
agonal
.Kai
serand
Ri
ce(
1974)usedt
hispr
oper
tyt
odev
elopt
hei
rmeasur
eofsampl
eadequacy
.
Thei
ndexhasanupperboundofonewi
thKai
serof
fer
ingsomedeci
sionr
ules
f
ori
nter
pret
ingt
hev
alueofmeasur
eofsampl
i
ngadequacy(
MSA)
.Ift
he
v
alueoft
hei
ndexi
sint
her
ange.
80t
o.99,
thei
nvest
igat
orhasev
idenceofan
excel
l
entdomai
nsampl
e.Val
uesi
nthe.
70ssi
gnal
anaccept
abl
eresul
t,and
t
hosei
nthe.
60si
ndi
cat
edat
athatar
eunaccept
abl
e.MSAhasbeenusedf
or
dat
aassessmentpr
iort
otheappl
i
cat
ionofanyf
act
ori
ngpr
ocedur
es.
Comput
ati
onoft
heMSAi
ndexgi
vest
hei
nvest
igat
orsabenchmar
kfort
he
const
ructv
ali
dit
yoft
hei
tems.Thi
spr
ocedur
ewasr
ecommendedbyDzi
uban
andShi
rkey(
1974)pr
iort
oanyl
atentdi
mensi
onanal
ysi
s.Ani
ndi
vi
dual
MSA
f
oreachv
ari
abl
egi
vest
hei
nvest
igat
orsani
ndi
cat
ionofwhet
herornota
par
ti
cul
ari
tem bel
ongsi
nthepar
ti
cul
ardomai
n.

Di
mensi
onal
it
yofSt
udentResponses

Thei
nvest
igat
orssoughtt
odet
ermi
newhet
hermul
ti
pledi
mensi
onsunder
li
e
st
udent
s’sat
isf
act
iont
othei
ronl
i
nel
ear
ningenv
ironment
s.Thi
sisnor
mal
l
y
accompl
i
shedbyt
heappl
i
cat
ionofsomev
ersi
onoft
hegener
ali
zedf
act
or
anal
ysi
spr
ocedur
e.I
nthi
sst
udyt
hedat
awer
eanal
yzedwi
thGut
tman’
s(1954)
i
mageanal
ysi
s.Thepr
ocedur
eassumest
hatt
hedat
aset
sdi
vi
dei
ntot
wo
component
s.Thef
ir
stcomponenti
sthepor
ti
onofdat
athatcanbepr
edi
cted

39
f
rom t
her
emai
ningv
ari
abl
esi
ntheset(
thei
mage)
.Thesecondcomponenti
s
t
hedat
athati
snotpr
edi
ctabl
efr
om t
her
emai
ningv
ari
abl
es(
theant
i-
image)
.
Themet
hodi
soper
ati
onal
i
zedbypr
edi
cti
ngast
andar
dizedscor
eona
v
ari
abl
eforeachi
ndi
vi
dual
from t
her
emai
ningv
ari
abl
esi
ntheset
.Thei
mage
pr
ocedur
eder
ivesunder
lyi
ngcomponent
sfoundi
nthecov
ari
ancemat
ri
x(t
he
i
magemat
ri
x)oft
hest
andar
dizedv
ari
abl
es.Thenumberoff
act
ors
(
component
s)r
etai
nedi
nthef
inal
sol
uti
onwasdet
ermi
nedbyapr
ocedur
e
or
igi
nal
l
ypr
oposedbyDzi
ubanandShi
rkey(
1993)andl
aterv
ali
dat
edbyHi
l
l
(
2011)
.Themet
hodi
nvol
vest
hei
nit
ial
assessmentoft
hedat
asetwi
tht
he
MSAf
oll
owedbysubsequentMSAcomput
ati
onont
hemat
ri
xofpar
ti
al
cor
rel
ati
onsoncet
hei
mpactoft
hef
ir
st,
second,
thi
rdet
c.numberoff
act
ors
hav
ebeenr
emov
edf
rom t
hesy
stem.Onceav
aluei
nthe.
60shasbeen
r
eached,
themaj
ori
tyofi
nfor
mat
ionf
rom t
hesy
stem hasbeenat
tai
ned.The
i
nit
ial
pat
ter
nmat
ri
xwast
ransf
ormed(
rot
ated)accor
dingt
othepr
omax
(
Hendr
ickson&Whi
te,
1964)pr
ocedur
e.Pat
ter
ncoef
fi
cient
sabsol
utel
ylar
ger
t
han.
40wer
eusedf
ori
nter
pret
ati
onpur
poses(
Stev
ens,
2002)
.Oncet
hef
inal
di
mensi
onal
i
tyoft
hedat
asetwasdet
ermi
ned,
fact
orscor
esf
oreachsubj
ect
i
nthesampl
ewer
eder
ivedusi
ngt
heAnder
sonandRubi
n(1956)met
hod.
Thesescor
eshav
eameanofzer
oandast
andar
ddev
iat
ionofoneandar
e
uncor
rel
atedwi
theachot
her
.Theyal
sohav
ear
easonabl
ygoodr
elat
ionshi
p
t
otheest
imat
edf
act
orv
ali
dit
y.Thef
inal
stepi
nthehandl
i
ngoft
hedat
a
i
nvol
vedder
ivi
ngal
i
neart
ransf
ormat
ionoft
hest
andar
dizedf
act
orscor
es
wi
thT=(
Zx10)+50gi
vi
ngt
hescor
esameanof50andst
andar
ddev
iat
ion
of10f
oreaseofi
nter
pret
ati
on.Thescor
esf
oreachf
act
orwer
eusedas
dependentmeasur
esf
orar
escal
edcompar
isonv
ari
abl
erel
atedt
oov
eral
l
onl
i
necour
sesat
isf
act
ion.Becauset
henumberofdi
ssat
isf
iedst
udent
swas
smal
l
,thecompar
isonv
ari
abl
ewasdecl
assi
fi
edi
ntosat
isf
ied,
ambi
val
ent
,
anddi
ssat
isf
iedandusedasaf
act
ori
nthehy
pot
hesi
stest
.Thei
nvest
igat
ors
wer
econcer
nedwi
tht
rendsandef
fectsi
zedi
ff
erencesamongt
he
di
ssat
isf
ied(
4%)
,ambi
val
ent(
5%)
,andsat
isf
ied(
91%)gr
oupsf
oll
owedby
Bonf
err
oni
posthoccompar
isons(
Hochber
g,1988)
.

RESEARCHDESI
GN

40
CUMULATI
VEPERCENT

Resear
chdesi
gni
sneededbecausei
tfaci
li
tat
est
hesmoot
hsai
l
ingoft
he
v
ari
ousr
esear
choper
ati
onst
her
ebyr
esear
chasef
fect
iveaspossi
ble
y
iel
dingmaxi
mali
nfor
mat
ionwi
thmi
nimalexpendi
tur
eofef
for
t,t
imeand
money
.Ther
ear
emanyki
ndsofr
esear
chdesi
gnnamel
yexpl
orat
ory
,
di
agnost
icr
esear
ch,
descr
ipt
iver
esear
ch,
hypot
hesi
stest
ing,
etc.Thi
s
r
esear
chdeal
swi
thdescr
ipt
iver
esear
ch.Ther
esear
chst
udyunder
takenby
t
her
esear
cheri
nthi
spr
ojectwast
he“
Descr
ipt
iveSt
udy
”.I
tincl
udessur
vey
s
andf
act
-f
indi
ngenqui
ri
esofdi
ff
erentki
nds.Themaj
orpur
poseof
descr
ipt
iver
esear
chi
sdescr
ipt
ionoft
hest
ateofaf
fai
rs,
asi
texi
stsat
pr
esent
.Themai
nchar
act
eri
sti
csoft
hismet
hodar
ethatt
her
esear
cherhas
nocont
rol
overt
hev
ari
abl
es;
itcanonl
yrepor
twhi
chhashappenedorwhat
i
shappeni
ng.
 

CHAPTERI
SATI
ON

Thef
ir
stchapt
erdeal
swi
tht
hei
ntr
oduct
ion,
stat
ementoft
hepr
obl
em,
obj
ect
ivesoft
hest
udy
,scopeoft
hest
udy
,resear
chmet
hodol
ogyandt
he
l
i
mit
ati
onsoft
hest
udy
.Thesecondchapt
ercov
erst
her
evi
ewofl
it
erat
ure
whi
chi
ncl
udesbot
htheconcept
ual
andr
esear
chr
evi
ew.Thet
hir
dchapt
er
f
ocusesont
hei
ndust
ryandt
hecompanypr
ofi
l
e.Thef
our
thchapt
erdeal
s
wi
tht
heanal
ysi
sandi
nter
pret
ati
onofdat
a.Thef
if
thchapt
err
ecapi
tul
ates
t
hesummar
yofmai
nfi
ndi
ngs,
suggest
ionsandconcl
usi
onoft
hest
udy
.

LI
MITATI
ONSOFTHESTUDY

Ev
eryr
esear
chi
scar
ri
edunderVEDANTUandt
hisr
esear
chi
snotan

41
except
ion.•Theopi
nionoft
her
espondent
sst
udy
ingi
nvedant
umaynot
r
epr
esentt
hewhol
eset
isf
act
ion•Duet
othel
i
mit
ati
onsoft
ime,
lar
ger
r
espondent
sbasecoul
dnotbecov
eredandwasl
i
mit
edt
oasampl
esi
zeof
100r
espondent
s.•Ther
emi
ghthav
ebeent
endenci
esamongt
he
r
espondent
stof
il
tert
hei
rresponsesundert
hegi
vencondi
ti
ons.•The
st
udent
’sopi
nionmi
ghthav
ebeenbi
asedandmaynot

r
epr
esentt
heser
viceoft
hev
edant
u .

DATAANALYSI
SANDI
NTERPRETATI
ON

CLASSWI
SECLASSI
FICATI
ONOFRESPONDENTS
TEACHERSWI
SECLASSI
FICATI
ONOFRESPONDENTS
AGEGROUP
FREQUENCY
PERCENT
VALI
DPERCENT

Pur
poseoft
heSt
udy

Al
thought
hel
it
erat
urer
egar
dingonl
i
needucat
ioni
sexpandi
ng,
studi
es
r
elat
edt
othequal
it
yofonl
i
needucat
ionar
eli
mit
ed.Amongt
hoseexami
ned,
f
ewr
esear
cher
shav
eexami
nedt
hequal
i
tyofonl
i
needucat
ionf
rom t
he
st
udent
s’per
spect
ive.Ther
efor
e,t
her
eisaneedt
oinv
est
igat
est
udent
s’
per
cept
ionst
owar
dst
hequal
i
tyofonl
i
needucat
ion.Thepur
poseoft
his
st
udywast
oexami
net
hequal
i
tyofexi
sti
ngonl
i
needucat
ioncour
sest
hat
ut
il
izet
heI
nter
netast
hepr
imar
yinst
ruct
ionaldel
iv
erymet
hod.Thef
ocusof
t
hisst
udywast
oexami
nest
udent
s’per
cept
ionsoft
hequal
i
tyofonl
i
ne
educat
ion.Thef
indi
ngsoft
hisst
udymaycont
ri
but
etot
hel
i
ter
atur
eof
onl
i
needucat
ioni
nter
msofqual
i
tyassur
ance.Ther
esul
tsshoul
dhopef
ull
y
enabl
einst
it
uti
onsof
fer
ingonl
i
needucat
iont
oev
aluat
ethei
rpr
ogr
ams
basedont
hef
indi
ngsandt
her
ecommendat
ionsi
nthi
sst
udy
.

42
LI
TERATUREREVI
EW

CONCEPTUALREVI
EW

RESEARCHREVI
EW

Student s’sati
sfactioncanbedef inedasashor t-t
er m attit
uder esult
ingfrom
anev aluationofst udent s’ educationalexper i
ence, servicesandf aci
li
ti
es.
Earli
eritwasmeasur edbycommonsat i
sfactionf ramewor ksbutl at
erhigher
educationspeci fysat i
sfact i
onmodel swer edev eloped.Theobj ectiv
eoft hi
s
revi
ewi st orenderal lavailableconst r
ucti
v elit
erat ureaboutst udents’
sati
sfact i
onwi thasoundt heoreticalandempi ricalbackgr ound.Datawer e
coll
ectedf rom refer eedj ournalsandconf er encepaper s,andar e
constructivelyanaly zedf rom differentpointofv iewst of il
terasound
backgroundf orfutur est udies.Thef ir
stsect i
onoft hepaperdi scusses
students’sat i
sfaction, satisfact
ionmodel sandf r
amewor ksusedby
previ
ousr esear cher sar oundt hewor l
dandsecondsect ionexpl ai
nthe
empi r
icalf i
ndingsofpr ev i
ousst udiesinrealwor ldcont ext.

FI
NDI
NGD

Thepurposeofthisstudywast oexami nest udents’percepti

onstowardst he
onli
needucati
onbasedupont heonl
inel earningexper i
encestheyhad.
Student
spercepti
onst owardonl i
needucat ionbasedont hei
rown
experi
enceshavebeenexami ned.Thef actorswhichshapedt hosestudents’
onli
needucati
onexper i
enceshav ealsobeeni nvest i
gated.Thefi
ndingsoft hi
s
resear
chwill
begr oupedintwocl usters:students’ posi
tiveexperi
encesand
negati
veexperi
ences.Thest udents’positi
veexper ienceswer e:f
lexi
bil
i
ty,cost

43
-effectiveness, electronicr esear chav ail
ability,
andeaseofconnect i
ont othe
Internet .Thest udent s’negat iveexper ienceswer eident i
fi
edas: del
ay ed
feedbackf rom i nstructors, unav ai
lablet echnical suppor tfrom instructor,lack
ofsel f-regulati
onandsel f-869mot i
vat i
on, andt hesenseofi solati
on.Fact or
s
thatcont ri
butedt ost udent s’ posit
iveexper ienceswer e: f
lexibil
i
tyofcl ass
par t
icipationt i
meandsel f
-pacedst udy ,cost -
effectivenessofonl i
necl ass,
electroni cresear chav ail
abi li
ty,well-
desi gnedcour sel ayout ,easeconnect i
on
oft heI nternet,easynav igationoft heonl i
necl assi nterface, andfami li
arit
y
witht hei nstructor.Fact orst hatcont ributedt ost udent ’negat i
veexper iences
wer e:del ayedf eedbackf rom i nstr
uct or;unav ail
ablet echni calsuppor tfrom
i
nst ruct or,l
ackofsel f-r
egul ationandsel f-mot i
vation, senseofi solati
on,
monot onousi nstructional met hods, andpoor ly-
desi gnedcour secont ent .

Thepur poseoft hisst udywast oexami nest udent s’ per cept ionst owar dst he
onl i
needucat i
onbasedupont heonl i
nel ear ningexper i
encest heyhad.
St udent sper cept i
onst owar donl i
needucat ionbasedont hei rown
exper ienceshav ebeenexami ned.Thef act orswhi chshapedt hosest udent s’
onl i
needucat i
onexper i
enceshav eal sobeeni nv est igat ed.Thef indingsoft hi
s
resear chwi llbegr oupedi nt wocl ust er s: st udent s’ posi t
iveexper iencesand
negat iveexper iences.Thest udent s’ posi tiveexper ienceswer e:f l
exi bil
ity,cost
-effectiveness, elect ronicr esear chav ailabi lity, andeaseofconnect i
ont othe
Internet .Thest udent s’negat iveexper ienceswer ei dent ifi
edas: delay ed
feedbackf rom i nst ructor s, unav ailabl et echni cal suppor tf rom i nst ructor,lack
ofsel f-regul ationandsel f -869mot ivat ion, andt hesenseofi sol ation.Fact ors
thatcont ribut edt ost udent s’ posi ti
v eexper ienceswer e: fl
exi bi l
ityofcl ass
par ti
cipat i
ont imeandsel f-pacedst udy , cost -effect ivenessofonl inecl ass,
elect r
oni cr esear chav ailabi li
t y,wel l
-desi gnedcour sel ay out ,easeconnect ion
oft heI nter net ,easynav igat i
onoft heonl inecl assi nter f
ace, andf ami li
arit
y
wi ththei nst ruct or .Fact or st hatcont ribut edt ost udent ’negat iveexper iences
wer e:del ay edf eedbackf r om i nst ruct or ;unav ailabl et echni cal suppor tfrom
i
nst ruct or,lackofsel f-r
egul at i
onandsel f-mot i
v ation, senseofi sol ation,
monot onousi nst ruct ional met hods, andpoor ly-desi gnedcour secont ent .
Posi ti
v eexper iencesandcont ributedf act or s1.Fl exi bili
tyThef lexi bili
tyof
onl i
needucat i
onhasbeenwi del yrecogni zedasoneadv ant age.Themost
i
mpor tantf act ort hatcont ribut edt opar ticipant s’ posi ti
veexper iencewast he
flexiblecl asspar ti
ci pationt ime.Al l threepar ticipant si nt hisst udy
emphasi zedt heconv eni encet heyenj oy edf rom notbei ngr equi redt odr iv
et o
campus, andpl ant heirwor kandst udyatt hei rownt ime.Fl exibi l
itywi t
ht i
me
wasoneposi tiveexper iencef oundi nt hi sst udy .St udent scoul dl ogi nt ot he
onl i
necour seatanyt imewhent heyar eav ai l
abl e.“ Itallowsmet ot aket ol og
onatwi llandv iewmycour sesandassi gnment satwi ll.
”“ Idon’ thav etowor r
y
aboutt ryingt of indt imet ocomet ocampusorapoi nt edpacet omeetwi th
thei nstruct or .
”“ Onebenef itofonl i
necour sei st haty oudon’ thav et owor ry
aboutt ryingt of indt imet omeetasawhol ecl ass” .“Ihav ev eryl ittl
et imet o

44
dedi cat et ocomi ngt oacampust opur suemyeducat ionbecauseIam af ul l
ti
memom. ”“ Ther ei snohassl ei nt ryingt or usht ogett ocl ass. ”“ You’ r enev er
l
at ef orcl ass. ”Oneoft henon- tradi ti
onal st udent sr epor tedt hathehadaf ull-
ti
mej obt hatwasext remel ydemandi ngandt heonl yopt ionhehadatt hat
ti
mewast heonl inecl ass.Thi sst udenthadst rongemot ionsaboutt he
sacr ifi
cest hatheper cei v edhi sf ami l
yhadmadeduet ohi spur suitofahi gher
educat iondegr ee.Heexpr essedangert owar dst heeducat i
onal sy stem f or
notmaki ngi teasi ert oat t endcol lege.“ Mor eonl inecour seswoul dhav ebeen
ahugebenef it…l esst imeawayf rom myf ami l
y .
”Fl exi bilitywi thsel f-paced
studyi sanot herposi t
iv eexper i
encef oundi nt hisst udy .Thepar ticipant shad
fullcont rol ofwhent ost udyt her equi redknowl edgecont entbyi nst ruct or .It
wasconsi der edasoner emar kabl eadv ant agef ort hef ullti
meempl oy eeand
thef ul ltimemot her .“Youcanpacey ourwor katy ourownt i
meandy oudon’ t
hav et ol ist ent ol ect uresbyt hei nst ruct or .”“Basi cal ly,Igett owor kar oundmy
ownt imeschedul e.”“Ithel psmet omanagemyt i
me. ”“ Youhav et imet osi t
backandr ef l
ecty ouri ni tial r eact ionst ot hedi scussi ont opics. ”Par ti
ci pant s
alsoper cei vedonl ineeducat ionasanenj oy abl eexper i
encewhenst udy ing
withnopr essur ef rom t hei nst ruct orandt heot herst udent s.Thepar ti
ci pant s
feltconv eni encewasal soi mpor tantbecause“ Ther eisnodi stract ionf rom
yourcl assmat es” , and“ Ther ei snoonel ooki ngov ery ourshoul derorchecki ng
yourhomewor korf orci ngy out or ead. ”“ Youcanpacey ourwor katy ourown
ti
meandy oudon’ thav et ol ist ent olect ur esbyt hei nst ruct or .
”2.Cost -
effect ivenessAl lthet hr eepar ti
cipant sagr eedt ot hecost -
ef fectivenessof
onlineeducat ion.Al thought heyhav et opayext raf oraf eeso- called“ Speci al
classf ee” , compar edt ot heaut omobi le, gas, textbook, andmeal cost ,t hey
woul dr at hert akeonl i
necl assest osav et hoseext raexpenses.“ It hinkonl i
ne
cour sessav ememoney .Ihav el essaut omobi l
ecostbecauseIdon’ tdr ive
comebackandf or tht ocampus. ”“ Ispendl essoncl assmat erials, becauseI
fellonl inecour sesr equi ref ewerbooksi fany .Idon’ tspendext ramoneyon
backpacks, not ebookpaper s, par kingdecal sorf ines.If eel thatImakemor e
efficientuseofmymoneywhi let akingonl i
necour ses. ”3.El ectroni cr esear ch
avai l
abi lityEl ect roni cr esear chav ailabilitywast het hi rdposi ti
v eexper ience
hadbyt hepar ticipant s.Whent hegr aduat est udentwasr equi r
edt odosome
resear chwor k,thedi gi tal l
ibr ar ywashi sf irstchoi ce.Thest udentper cei ved
thatt hel ibrar ypr ov i
dedagoodsuppor tont her esear chact iviti
esi nt heonl ine
class.“ Asf arasr esear chsuppor t,ourl ibr ar ydi dagoodj ob.Wecanuse
onlinedat abases.I fwehav eanyquest i
ons, wecancal lthel ibrarian, the
l
ibrar iancanhel pust oanswert hequest ions. ”“Ifthebookorar ti
cl ei nnot
avai l
abl ei nt hel ibr ary ,wecanuset hel ibrar yl oan. ”“ Theonl inei ndexesand
dat abasesar eopent oal l st udent s.”4.Easeofconnect i
ont ot heI nter netThe
easeofconnect iont ot heI nt er neti st hef our t
hposi ti
v eexper iencef oundi n
thisst udy .Theeasyaccesst ocomput erandI nter netst imul atesst udent s’
i
nt erest st oaccesst hei ronl inecour sesqui teof ten.Si ncet heyhav eaccessat
homeoratt hedor m, t heydi dn’ tneedt odr ivet ocampusorschool toaccess

45
theironl inecl ass.Somecoul dr ecei v edi scount sonI nter netaccessduet othe
enr oll
mentofonl inecl ass.“ Wi tht hisonl inepr ogr am av ailabl et hrough
i
nt ernet ,get tingadegr eeispossi bl e.”“Ihav eI nt ernetaccessatdor m, Ican
accessmycour seatanyt ime, andi t
’ssoeasyf orme. ”“ Iam abl et ogetdi al-
upI nter netaccesscheapf rom uni v ersity .”5.Easynav igat ionoft heonl ine
classi nt erfaceThewel l-desi gnedonl inecour semadei teasyf orst udent st o
nav igateandf indt hei nf ormat iont heywer e870seeki ng.Twoki ndsof
cour sewar et echnol ogywer eut i
lizedbydi ffer entpar ti
ci pant .Twopar ticipants’
onlinecour sesut i
lizedWebCT, andonepar ticipantwhot ookt he
under gr aduat ecour seusedBl ackboar d.Ther efor e,t her ewer et wodi ffer ent
kindsofi nter facesbei ngusedi nt hi sst udy .Twost udent sst at edt heeasy
nav igationf ort hewhol ecl assdesi gn.“ Themenusont hescr eenont he
Blackboar dar ev er yeasyt ouse.Icaneasi lynav i
gat emywayar oundt he
screen. ”“ Theamountofl i
nks, i
nf or mat ionandnav igat ionbar ,ev erythingi s
verysi mpl eandl ai doutont hehomepage. ”Aut omat icgr adi ngf ort est sbyt he
cour sewar ewasper cei v edasagoodexper iencebyonepar t
icipant .“ Ican
recei vet her esul tsf ort het est si mmedi atel yaf terIt ooki t .
”Asecond
par ti
cipantal sor epor tedaut omat i
cgr adi ngbyt hecour sewar easaposi ti
veof
thecour se.St at i
ngt hati twasgr eatt oseenotonl yy ourgr adef oraspeci fic
quizort est ,butt ohav eal i
stofal lgr adesr ecei ved.Anot herpar ticipantdi d
notr ecei v eaut omat icgr adingandr epor tedl ongdel ay si nr epor ting.The
par ti
cipantst at ed, “We’ v eal readyt akent hreeexams, butIst illhav en’ tgot t
en
ther esul tf rom myf irstt esty et.”6.Fami liar i
tywi tht hei nst ruct orOne
i
nt erest i
ngphenomenonf oundi nt hisst udywast hecomf or tlev elor
fami li
ar i
tywi t ht hei nst ructor .Onepar ti
ci panti ndi cat edt hat ,“Ifeel goodabout
thiscl ass, becauseIknowt hei nst r uctorpr et tywel l.”Whenaskedi fthi s
fami li
ar i
tybr oughtanyef f
ectonhi sper cept i
onst owar dst hequal i
tyoft he
onlinecl ass, thepar ticipantanswer ,“Ibel iev et hisf ami li
ar itymakemef eel
mor ecomf or tabl esi nceIal readyknewhowt hei nst ruct orbehav edandhi s
wayoft eachi ng. ”Negat iveexper iencesandcont ribut edf act or s1.Del ay ed
feedbackf rom i nst ruct orThedel ay edf eedbackf r
om t hei nst ruct orwas
concei vedast hemai nf act orwhi chshapedst udent s’negat iveexper ienceon
thequal ityofonl ineeducat ion.St udent sexpectt or ecei v et imel yf eedback
from inst ruct or sondi scussi onpost i
ngs, exam ort est s, andsubmi tted
assi gnment s.“ Thef eedbackf rom t hei nst ruct ori snoti mmedi ate.Sof ar, I
hav en’tr ecei v edanyf eedbacky et .It hinkt her ei sahugeneedf or
i
mpr ov ement sasr egar dst ot hef eedbackf rom t hei nst ruct or ”.“Youmust
hav ef eedbackonexams, di scussi onpost ings, andmai nsour cesof
communi cat ionont her egul arbasi s. ”St udent sal soexpectt hei nstruct orto
replyt oemai lmessagesorv oi cemai l messagespr ompt l
y .“She( t
he
i
nst ruct or)di dn’ tr eplyt omycal ls, ormyemai l.Ihadnowayt ocont acther .”It
nor mal lyt ookst udent saday , orsev eral day st owai tf orf eedbackf rom t he
i
nst ruct or.“ Ihav et owai tforhi sr esponses, itnor mal l
yt akesadayorso. ”The
documentofdi scussi onpost ingsofonecl assshowedt hatt hei nst r
uct oronl y

46
repliedt ost udent s’ messagesdur ingt hef irstandsecondweeksoft he
semest er .Theear l
iestpost edanswerbyst udent swasJan.19t h.Theear li
est
responsepost edbyt hei nst ruct orwasJan.19t h.Thenextr esponsepost ed
byt hei nst r
uct orwasJan.29t h.Byt hatt hist imet het otal amountof
messagest hathadbeenpost edwer e33, almostonet hirdofChapt er1( 89
messages) .Amongt he33messages, themessagespost edbyt hei nst ruct or
wer eZERO.Nowondert hest udentcompl ainedt hatnof eedbackhadbeen
givent ohi m.Whenst udent sdi dnotr ecei v ef eedbackf r
om t hei nst r
uct or, t
hey
feltfrust rat ed, depr essed, andl essmot ivat ed.“ Thi smi scommuni cat i
onki l
led
mymot ivat i
onandIal mostcancel l
edt hecl ass. ”“ Somet imesi twasv er yeasy
formet ogetf rust rat edwhenIencount ersomet hingt hatIdon’ tunder stand. ”
“Hei spr obabl ybusy ,spendi nghi sdayt eachi ngt radi ti
onal classes.Ther ef ore,
hedoesn’ thav et or eadandr espondt oemai lsunt ilaf terhour s.”Par tici pant s
thenper ceiv ed“ Timeandr esponset imei sadr awbacki nal laspect sofonl i
ne
educat i
on. ”Dur ingt heconv er sat i
on, thei nter vieweement i
onedsev er al ti
mes
aboutt hef rust rat ionheexper iencedbecauseofdel ay edorl ackoff eedback
from t hei nst ruct or ,suchas“ Ihat et hi scl ass, nof eedback, nor esponse. ”He
shookhi shead, andsi gheddeepl ywhengi vingt heabov ecomment .2.
Unav ail
abl et echni cal suppor tfrom i nst ruct orWhenst udent shav et echni cal
probl ems, theyneedsomeonet ohel pt hem.Theper sont hatcamet ot hei r
mi ndf i
rstwast hei nst ructor .Thus, whent het echni cal suppor tf rom t he
i
nst ruct orwasnotav ai l
able, negat i
veexper ienceswi llbebr oughtup.One
par t
icipantment ionedt hatsheandhercl assmat eshadnot echnol ogy
backgr ound, “Manyst udent shav elittlet echni cal backgr oundknowl edgeof
comput er s”.Itwasev endi ffi
cul tf orhert oexpl aint hepr oblemsshe
exper iencedwi thmoder nt echnol ogy .“ Somepr obl emsorgr ayar easar ehar d
tosum upi nwor ds.I tisal sodi ffi
cul tf ort hei nst ruct ort oal way sknowwhat
thest udenti st ryingt osayordescr i
be. ”Thus, shesai d“Ihav et oseekadv i
ce
from f riends, whower ecomput erl i
ter at eabouthowt osendandcompose
messages. ”Theysuggest edt hat“ Ahow- to-mi ni lessonwoul dbei deal .”,or“ .
..
somet ypeoft raini ngorwor kshoponWebCTbef or ecl asswi llbebenef i
cial t
o
us.”3.Lackofsel f-regul ationandsel f-mot i
vat ionWhi leonl inel ear ner s
enjoy edt hef l
exi bi l
ityandconv eni enceofonl ineeducat i
on, t heyal soneeded
tokeepi nmi ndt hatt heyhadt ot akesomer esponsi bili
tyf ort hei rown
l
ear ning.Duet ot hef r eedom andconv eni entnat ure871ofonl inecour ses,
self-regul at i
onandsel f-mot ivat ionar ehi ghl yexpect edf orst udent st obe
successf ul.Whenst udent scan’ tcont rol hi m/ her sel f, he/shemi ghtmi sst he
duedat ef ort heassi gnment s, orev ent hedat esf ort het ests.Onepar ticipant
mi ssedt hedeadl inef oroneofhi st est s.Hehadt okeepcont act ingt he
i
nst ruct orf oranoppor tunityt omakeupt het est .Howev er,hecoul dn’ t
cont actt hei nst ruct ort hroughanymeans, whi chal socausedhi snegat i
v e
exper ienceduet ot hi sl ackofconnect ion.Thepar ticipant sst ated, “Youmust
ber eal l
ysel f-mot iv at edandf ocused” .“ Iam easi lydi st r
act edandIputof f
thingsunt ilthel astmi nute” .Somet imest heyev encompl ainedaboutt he

47
freedom andi ndependencet heyhadenj oy ed, “ I
ndependenceandf reedom
cangety oui nt r oubl e.”“ Iti ssoeasyt onott ocompl et eanassi gnment .”“You
don’ thav easpeci fict imet odoy ourwor k,soi t’sv er yeasyt ogetof ftrack
andl osef ocus. ”“ I
fIwer ei nat radi tional class, atl eastIcant alkt o
classmat es, andwemayr emi ndeachot heraboutt heduedat esf or
assignment sandt est s.”Par ticipant si nt hisst udyspentt hei rt imeon
housewor k, baby sitting, ot hercour sewor k,oract ivities.Becauset hecl ass
didn’tmeet ,somet imest heyf or gott hatt heywer et aki ngonl inecour ses.
“Somet imesIwi llfor getmyassi gnment s.”Howev er ,thepar ticipantr ealized
thatheneededt ocont rol himsel f,andmot ivat ehi msel f, “
IfIcoul dhav espent
somet i
mei npr epar ingf ort het est , Iwoul dn’ thav egot tensuchabadscor e.”
Heal sor eal i
zedt hathespentt oomucht i
meonot hert hings, suchast alking
ont hephone, andt rav el i
ng.“ Sor ry, It alkedt ool ong( hespent30ormor e
mi nut est al kingont hephone. ”“ Ihadt oomucht rav el thisy ear ,becauseIhad
togof orani nt er view. ”4.Senseofi sol ationTher ear eav ar i
et yr easonst hat
causedasenseofi sol ationf oronl i
nel ear ner si nt hisst udy .Oner easonwas
thel ackofi nt er per sonal communi cat ionori nt er act ionbet ween
i
nst ruct or /student ,andst udent /st udent s.“ Youcan’ tt alkt ot eacherf acet o
faceonar egul ar lybasi si fatal l.
”“ Youmi ssouthands- onexper iencesdonei n
class, andy ouwon’ tbeabl et oi nter actwi thot herst udent s.”Thepar ti
cipant
feltast r ongi sol at i
oni nt heonl i
necl asshewast akingbecausehekept
say i
ng“ If eel Iam nowher eandl i
v ei nal onel yi sland. ”Especi allywhent her eis
nogr oupwor kf oronl inel ear ner s, theywon’ tev enhav echancet ot al kt otheir
groupmember s.Consequent ly ,st udent sdon’ tknowt hei nst r uct or ,anddon’ t
knowhi s/ hercl assmat es.“ Sof arIdon’ tknowhowmanycl assmat esIhav e,
andwhot heyar e. ”“ Al thought hei nst r uct orl istedhernumberont hecl ass
page, butIcannev err eachher .”5.Monot onousi nst ruct ional met hods
Anot herr easont hatcausedt hef eel ingofi sol at ionwast hemonot onous
i
nst ruct ional met hodsusedi nt heonl inecl ass.Twopar ticipant si nt hisst udy
i
ndi cat edt hatt hemessageboar dwast heonl ycommuni cat ionand
i
nt eract ionmet hodusedbyt heiri nst ruct or.“ Weonl ycommuni cat edt hrough
discussi onboar ding.She( thei nst ruct or )won’ trepl yt oouremai lmessage.As
farast hechat tingr oom, wenev erusedi tint hi scl ass.I fwecanmeeti nthe
chat tingr oom, itwi llbesomuchbet t er.”Themonot onousi nst ruct ional
met hodsal soi ncl udedcl assmat er i
al st hei nst ruct orpr epar edf orst udent s.
Pr i
ntedmat er ial swer esol elyusedi nt hegr aduat elev el class.I nt hemusi c
appr eci at ionunder gr aduat el ev el cl ass, soundf ilesandgr aphi csar eal so
util
izedassuppl ement aryt eachi ngmat er i
als.Compar i
ngt hoset wo, the
par t
icipanti nt hemonot onousl ear ningenv ironmentexpr essedhi sf eelingand
suggest ion, “Ev ery thingi spr inted.I fwecoul dhav edi ffer entmat er i
al ,suchas
audi o, video, orev enl etusr entsomev ideoandwr itear epor toni t,Iwi llfeel
bet t
erf ormyl ear ni ng. ”6.Poor ly-desi gnedonl inecour secont entAwel l-
desi gnedcour sei nt er facecani mpr ov est udent s’ useofcl asspages.Buta
poor lydesi gnedcour sei nt er f
acewi ll makest udent sl osei nseeki ng

48
i
nf ormat ion.“ Idon’ tknowwher eshe( thei nstruct or )putt hepagef or..
.( a
certainassi gnment ),itwast her et woday s,butnowi tisgone. ”Thest ruct ure
ofonecour sedesi gnwasnotl ogi c.Theywer et hedet ailedsy ll
abusandt he
extendedsy l
labus.Undert heext endedsy ll
abus, ther ear et wol inks, onei st he
detailedsy ll
abus, andt heot heronei st hechapt erout li
nes.Butt hechapt er
out l
ineswer enotl i
nked.Thei nter vieweral sonot i
cedt hei nconsi stentdesi gn
oft hecour sef rom t hear chi val dat adocument s.Thi sinconsi st encycaused
student s’ conf usionandf rust r
at ioni nf indingi nf ormat i
ont heyneed.
Par ti
cipant s’ overallrat i
ngoft hequal ityofonl ineeducat ioni ndi catedt hat
theydi dnotbel ievet hatt heyhadr eceiv edagoodqual i
tyonl i
needucat ion.I n
addi ti
on, from t heirexper iences, theonl inecour sest heyhadt akendi dnot
meett heI HEPbenchmar kcr it
er i
a.I HEPbenchmar ksst ates: Feedbackt o
studentassi gnment sandquest ionsi sconst ruct iveandpr ov i
dedi nat i
mel y
manner .Pr operor i
ent at i
oni sadv i
sedt ost udent sbef orest art i
nganonl i
ne
progr am.St udent sar epr ov idedwi thsuppl ement al coursei nformat i
onabout
cour seobj ectives,concept s, etc.St udent shav eaccesst osuf ficientlibr ary
resour cest hatmayi ncl ude“ v i
rtual l
ibrar y”.Student sarepr ovidedwi th
suppor tser vices,suchasi nf ormat ionpr ograms, techni cal andpr octor ing
requi r
ement s,trai
ning, techni cal assist ance, studentser vi
ceper sonnel ,anda
structuredsy stem toaddr essst udentcompl aint .(p.2- 3).Oneposi ti
vet hing
i
ndi catedbyal lparticipant swast hatt heyal lhadaccesst oel ect r
onicl ibrary
resour ces.872Howev er,theyal lexpr essedt hei rdi ssat i
sf actionont he
delay edf eedback, frust rationofhel plessness, andnoor i
ent ationbef oret he
onlinecl asseswer egi v en.Ther ef ore,thepar ticipant sdidnotper ceivet hei r
onlineeducat iontobeofhi ghqual ity
.

MYFI
NDI
NGS

1.
Arey
ousat
isf
ywithvedantuteacher
sand
it
swayoft
eachi
ngandpr esent
ing?

49
50
Pi
achar
t

51
Whatar
eyourexper
ienceswi
thonl
inet
utor
ingonVedant
u?
Mi
xedbutmaj
orl
ydi
sappoi
nti
ngbecauseofpoorsal
ary
.

Youcanear
nchi
l
ler
sher
e.

Maxi
mum at
eachercanear
nisRs.3000whichi
sextr
emelydiff
icult
.Youcan
r
eachher
eaf
termanymonths&byspending7–8hoursonteaching.

Al
lot
hercl
aimsofsal
aryont
hei
rsi
tear
est
rai
ghtl
i
es.

BecauseVedant
utr
eat
sit
steacher
sli
keadai
l
ywagel
abor
er’
s.

Theychar
gebombf
rom Par
ent
sbutpaypeanut
sort
eacher
.

Iam t
eacheratVedant
uforsuperr
eader
spr
ogr
am.

Parentpayar
oundRs.400-750perclassorRs.6000–8000amont hbut
teacher
sarepai
dRs.120/cl
ass&aroundRs.960amont h.Thi
sisspeci
fi
cal
l
y
aboutVedant
usuperreader
sprogr
am.

Cour
se,
cur
ri
cul
um,
teachi
ngi
sact
ual
l
yreal
l
ygood.

Thisisonegoodt hingaboutVedant u.St

udentsgetoneononeassi st
ance&well
str
ucturedcurri
culum.Forstudentsitsdefi
nit
elybet
terthanotherEdutech
pl
atform.Itsmuchbet t
erthanschool saswell.But
,it
steacherwhodot hemost
hardwor k.I
tteacherswhodelivercoursetostudent
s.Iabsolutel
yloveteachi
ng
partbutsalar
ymakesmedemot i
vat
ed.

Ideal
l
yteachersshoul
dbepai
dmorethan50%oft
hef
eesbutt
eacher
sdonot
evenget1/3rdofthef
eespai
dbyst
udent.

Thi
sishi
ghl
yunf
air&unj
ust
.

It
sami l
li
ondol
larcompanybuttheypayteacher
sli
keil
l
iterat
eLaboure’s.I
tfeel
s
l
ikedail
ywageworkerordehadimajdoor
.Theycanaff
ordact or
sfor
adver
ti
sementbutteacherar
epaidRs.25-120/hourofclass.I
tsfounderVamsi

52
tal
ksabouteducat
ional
rev
olut
ionbuthedoesn’
trespect
seducat
orst
opayt
hem
atl
eastdecentamount.

Shameony ouVamsi.Pleaseatleastf
oll
owwhaty ouhav
ementionedonyour
si
te.Ateachermustgetanaveragesalar
yofminRs.20000af
terspendi
ng
120hoursamonth.But,t
heygetlessthansal
aryofpeon.

Youcanal
soseer
evi
ewoft
eacherofanot
herpr
ogr
am.

Posi
ti
veexper
iencesandcont
ri
but
edf
act
ors

Fl
exi
bil
it
y
Thef l
exibil
it
yofonli
needucat ionhasbeenwi delyr ecognizedasone
advantage.Themosti mpor tantfactorthatcontributedtopar ti
cipants’
posit
iveexper i
encewast hef l
exi
bleclasspar ti
cipationtime.Al lt
hree
parti
cipantsinthi
sstudyemphasi zedtheconv eniencet heyenjoy ed
fr
om notbei ngrequir
edtodr ivetocampus, andpl antheirwor kand
studyatt hei
rownt i
me.Flexibil
it
ywi thtimewasoneposi tive
experi
encef oundinthisstudy.Studentscoul dlogi ntotheonl ine

53
cour seatanyt imewhent heyar eav ail
abl e.“ Itallowsmet ot aket olog
onatwi llandv iewmycour sesandassi gnment satwi ll.
”“Idon’ thav e
towor ryaboutt ry i
ngt of i
ndt i
met ocomet ocampusorapoi nt ed
pacet omeetwi tht heinst ruct or.”“ Onebenef i
tofonl i
necour sei st hat
youdon’ thav et owor ryaboutt ryingt of indt imet omeetasawhol e
class” .“Ihav ev er yl i
ttl
et i
met odedi catet ocomi ngt oacampust o
pursuemyeducat ionbecauseIam af ull ti
memom. ”“ Ther eisno
hassl ei nt ryi
ngt or usht ogett ocl ass.”“ You’ renev erlatef orcl ass. ”
Oneoft henon- tradi t
ional student sr epor tedt hathehadaf ull-t
imej ob
thatwasext remel ydemandi ngandt heonl yopt i
onhehadatt hatt i
me
wast heonl inecl ass.Thi sstudenthadst rongemot ionsaboutt he
sacr i
f i
cest hatheper ceivedhi sf ami lyhadmadeduet ohi spur sui tof
ahi ghereducat iondegr ee.Heexpr essedangert owar dst he
educat i
onal sy stem f ornotmaki ngi teasi ert oat tendcol lege.“ Mor e
onlinecour seswoul dhav ebeenahugebenef it…lesst imeawayf rom
myf ami ly .
”Fl exibilitywi thsel f-pacedst udyi sanot herposi tive
exper iencef oundi nt hi
sst udy .Thepar ti
ci pant shadf ul lcont rol of
whent ost udyt her equiredknowl edgecont entbyi nst ructor.I twas
consi der edasoner emar kabl eadv ant agef ort hef ul l
timeempl oy ee
andt hef ull t
imemot her .“Youcanpacey ourwor katy ourownt ime
andy oudon’ thav et olistent ol ect uresbyt hei nst ruct or.”“Basi cal ly
, I
gett owor kar oundmyownt imeschedul e. ”“Ithel psmet omanage
myt i
me. ”“Youhav et imet osi tbackandr ef lecty ouri niti
al react ions
tothedi scussi ont opics.”Par ticipant sal soper ceivedonl i
needucat ion
asanenj oy abl eexper i
encewhenst udy ingwi thnopr essur ef rom t he
i
nst ruct orandt heot herst udent s.Thepar t i
cipant sf eltconv enience
wasal soi mpor tantbecause“ Ther ei snodi st ractionf rom y our
classmat es”, and“ Ther eisnoonel ookingov ery ourshoul deror
checki ngy ourhomewor korf orcingy out or ead. ”“ Youcanpacey our
wor katy ourownt i
meandy oudon’ thav et ol istent olect uresbyt he
i
nst ruct or.”

54
Li
mit
ati
ons

Therear eanumberofl imi tationsint hisst udy .Ini ti

allyitshoul dbenot edt hat
thefactorsder iv edr esul t
edf r
om aone- ti
meadmi nist r
ationoft hesur vey
i
nstrumentdur i
ngt hesemest er .Therefore, thest abi li
tyoft hesat isfact i
on
factorsov eranent iresemest erhasnotbeenv alidat ed.Second, thest udywas
conductedoni ndiv idual i
tem r esponsesr at hert hanscal es.Al thought hishas
precedenti nl iterat ur e, singl eitemswi thpr esumedl owr eliabili
tycanbe
problemat icinf act orst udi essuchast hisbecauseoft hei rinstabilit
y .Thi r
d,
manyaspect sofexpl orat oryf actoranal ysisi nv olvear bitrarydeci sions, for
i
nstance, numberoff act orst oext r
act ,valuesf orsal iencei nt hepat tern
mat ri
x,rotational st rat egy ,andnami ngt hef inal di mensi ons.Four th, online
surveyresear chusi ngmasse- maili
ngst ost udent shast hepossi bi l
ityof
i
ntroducingr esponsebi asi ntot hedat a.Thi smakesr eplicat i
onofst udies
muchmor edi ff i
cul t.Fi nal ly,althought hei nv est i
gat or scol l
ectedext ensi ve
demogr aphi cdat aont her espondi ngst udent s, therewasnopossi bilit
yf or
controll
i
ngf ormanyoft hest udentchar acter i
st i
cst hatmi ghthav ei nfluenced
theresults.Thi sr aisesamor egener al l
imi tationr esul ti
ngf r
om t heeasewi t
h
whichsur v eyi nst rument scanbedi stri
but edi nt heel ect ronicenv ironment .
Thiscausesmanyst udent st osuf f
er“ surveyf atigue”t hatcanadv ersel y
i
mpactr esponser at es.

CONCLUSI
ONANDRECOMMENDATI
ONS

CONCLUSI
ON:

55
St
udentSat
isf
act
ioni
ntheOnl
ineEnv
ironment

Fr om it sincept i
on, theSl oan- Consortium ( nowt heOnl i
neLear ning
Consor tium)est ablishedst udentsat i
sf actionwi thonl inel eaningasoneofi t
s
foundi ngmet aphor icpillars.Indoi ngso, t
heor gani zat i
ondemonst r
ateda
commi tmentt ot hest udentv oiceasacomponentf orunder standingef fect
ive
teachingandl earning.Thi scommi tmentbyt heOnl ineLear ningConsor ti
um
resultedi ntwodecadesofr esearchdev otedt ounder standinghowst udents
def i
neexcel l
encei nt heirl earningspace.Sat isfacti
onwi t
honl i
nel earni ngis
becomi ngi ncreasingl yimpor tantinhighereducat ionf oranumberofr easons.
Themosti mpor tantisther api dadoptionoft histeachi ngandl earning
modal i
tyi ncolleges, univ ersit
ies,andcommuni tycol legesacr osst hecount r
y.
Howev er ,anothermedi at i
ngi ssuei sthegr owingsenseofst udentagencyi n
theeducat i
onal process.St udent sareabl eanddoexpr esst heiropi ni
ons
aboutt heireducat ional exper iencesinf ormat sr angi ngf rom endofcour se
evaluat ionpr otocolst osoci alnetworksofal lvarietiesmaki ngt hei
rv oice
mor ei mpor tantt hanev erbef or e.

Fact
orSt
udi
es

Onlinel earninghasr edefinedst udentsat i

sfacti
onr esear ch.I thascausedt he
educat ionr esear chcommuni t
yt or eexami netraditi
onallyhel dassumpt ions
thatl earningpr i
mar i
lytakespl acewi thinamet aphor i
ccont ainercal leda
“cour se.”Inr ev i
ewingt hest udi est hataddr essst udentsat i
sf act i
on, from a
factoranal yti
cper spect i
ve, onepoi ntbecomesobv i
ous: thisi sacompl ex
system wi thv erylit
tleagr eement .Event hemostr ecentf act oranal yticstudies
hav edonel i
ttl
et oresolv et hel ackofconsensusaboutt hedi mensi onst hat
under l
i
esat i
sfact i
onwi thonl inel earni
ng.Thi sappear st obet hef act or
i
nv ariancepr oblem inf ullbl oom, wher ediffer
ingcont extsmedi atehow
student sr elatet otheirlear ningexper i
encesbecauseacommonpr ot ot
ypef or
onlinecour seshasbeenel usi veatbest .Thereex ist
st hepossi bilit
yt hateach
cour sei ncorpor atessev er al uniquechar acteri
sti
cst hatmakei tdi f
ficultto
i
dent itycommonf act or
st hatar er obustacr osscont ext.Al thought her esults
ofthesest udiesdi f
ferinhowmanyandwhatdi mensionsconst itute
satisfact i
on, theirunifyi
ngobj ect ivewast hesame: i
dent ifyt heunder lyi
ng
theor eti
cal per spectiveofst udentper ceptionofonl inelear ning.I naddi ti
on,all
ofthem subscr i
bedt olatentt rai ttheory, r
ecognizingt hatt hei mpor tant
dimensi onst hatst udentsdi ffer entiatewhent heyexpr esst hei ropi nionsabout
onlinel earningar ef ormedbyt hecombi nat i
onoft heor i
gi nal itemst hat
cannotbedi rect l
yobser ved—t hatwhi chunder li
esst udentsat i
sf action.
56
Psychologi cal Cont ract sasaLensf orSt udentSat isfact ionVer yof ten
theori
esdev elopedi nononedi scipl i
nei nf or m wor ki nanot herar ea.We
contendt hatt hisist hecasewi tht hepsy chol ogi cal cont ractsandf actorst hat
defi
nest udentsat isf act i
onwi thonl inel ear ning.Thet heor yofpsy chologi cal
contractsexpl ainsempl oy eesat isf act i
ont hrought heper spect i
vesof
expectat i
onsf ort hewor kpl aceandempl oy eei nt eract ions.Thesecont ract s
maybecommonacr ossempl oy ees, forinst ancesaf etyont hej ob, orthey
maybeuni quet oi ndi vidual empl oy eessuchaspr omot ion.Theel ement sof
thecont ractar eimpl icitint hatt heyar enev erf ormal lyst at ed, butt heyar e
assumedbyt hei ndi vidual holdi ngt hem t obemut ual l
yagr eeduponbet ween
theempl oyeeandt heempl oyer .Ofcour se, thismayormaynotbeso.Most
i
mpor t
ant ly,av iolationoft hepsy chol ogical cont ract ,eitherr eal orper ceived,
byeitherpar ty,leadst owor kpl acedi ssatisf action.I nf act oranal yticst udies,
i
temsaboutst udentsat i
sf actionwi thonl inel ear ningcor respondt ot he
format i
onofapsy chol ogi cal cont ract .Thesur v eyr esponsesar er econf igur ed
i
ntoasmal lernumberofl at ent( non- obser vable)di mensi onst hatar enev er
real
lyarticulat edbyt hest udent s, butar e, nonet heless, fullyexpect edt obe
sati
sfied.Ofcour se, inst ruct orshav econt ract sf orst udent saswel l.Studi es
suchast hisi dent i
f yt hest udentpsy chol ogi cal cont actaf tert hef act ,notpr i
or
tothecl ass, howev er, nothi ngpr ev ent sbot hf rom happeni ngand/ ora
compar isonoft het wo.Thepr iorcont ractmi ghtbei dent ifiedbef oret hecl ass
andthesat isfact i
onf actor saf tert hecl ass.

 
Wi thIndia’
sEdTechsectorhavi
ngendl esspotent
ialt
owardsboostand
expansion,Vedantushowsmassi vepromiseforasuccessfulandgl
ori
ous
future.Asweheadt owardsaneducat i
onalstr
ucturedominat
edby
educat i
onaltechnol
ogy,
Vedantuisallsettobecomeoneoft hemost
renownedf ir
msdomi nati
ngtheIndianeducati
onsector.

Thelockdownhasdefi
nit
elyl
edtomassiv
egr owthfort
heVedantupl
atf
orm
wit
hitsnumberofsubscri
ber
shasexpandedexponenti
all
yovert
hepast
coupl
eofmonthsacrossK-12andcompetit
iveexamssuchasJEEandNEET.

Vedant uhasbeenofferi
ngit
sservicesto25mi ll
i
onstudentseachmonth.As
reportedbyEconomicTimes, t
heplatform hasst
atedthatitr
egi
ster
eda220%
growthi nuserst
o2mi ll
ionuni
quest udentswhohavepar t
ici
pat
edinthei
rli
ve
classesov ert
hepastthreemonths.

In2019,Vedantulaunchedi tsWAVEpl at
form.Thi splat
for
m adopt sAr t
if
ici
al
Int
ell
igenceandMachi neLearni
ngforpersonali
zingteachingaswel las
l
earningforeachst udentandhasbeendev elopedf ormakingLI VEclasses
mor eenti
cingandengagi ng.Oneofthemai nchallengesonlineeducation
generall
yencountersisthelowcompl eti
onrateofcour sesbecauseofl ess
engagingcontent.ThisfactorhasbeentackledbyVedant uwhi chextendsits
focusonLIVEi nt
eractivecl
assestomakei tsclassesmor eent ert
aini
ngand

57
i
nter
act
ivef
ori
tsuser
s.

Students’
sati
sfact
ioncanbedefi
nedasashor t
-term at
ti
tuderesult
ingfr
om
anev al
uati
onofstudents’
educat
ionalexperi
ence,servi
cesandf aci
li
ti
es.
Earl
ieri
twasmeasur edbycommonsat i
sfact
ionf r
amewor ksbutlat
erhigher
educati
onspecifysat
isf
acti
onmodel sweredeveloped.

Student
sisver
ysatisfi
edwit
hvedantuonli
nestudyandi
tsadminsuppor
tis
good.Mostl
ystudentssat
isf
ywit
ht eacher
s’knowl
edgeandpr
esenati
onski
ll
s.
Theyhavegoodstudymateri
ali
nv edantu.

Thisst udyal sof oundt hef eel i

ngoff ami l
iar itywi tht hei nst ruct ori nfluenced
student s’lear ningexper iences.Whent heonl inel ear nerknowst heonl ine
i
nst ruct or,he/ shemayf eel mor ecomf or tabl ewhi l
et aki ngt hei nst ruct or ’
s
onlinecl ass.Basedont hisf i
ndi ng, aquest i
onmayber aisedast owhet heror
notanonl inecl assshoul dbet aughtbyf i
rst -y earf acul ty?Fur t
herr esear ch
maybeconduct edt oexami net heef fect i
v enessofonl inet eachi ngbyf i
rst-
yearf acul tyandseni orfacul ty.Whenpar ticipant swer easkedt oev al uatet he
over allqual ityofonl ineeducat iont heyr ecei v ed, thei ranswer swer emoder ate.
Moder at equal ityofonl ineeducat i
oni mpl iest hatt heywer enotv er ysat isfi
ed
witht heeducat ionr eceived, ort heydi dnotper cei vet hatt heonl ineeducat i
on
theyr ecei vedasofhi ghqual ity.Thepar ti
ci pant s’ per sonal itymayhav esome
bear ingonhowr esponsi blet heyf eltf ort hei rownl ear ning.Onl i
nel ear nermay
needt ochanget hei rownbehav i
or ssuchasl ackofsel f-mot ivation, spendi ng
toomucht imeont hephone, ornotbei nganact iv eandconst ruct ivel ear ner.
Howev er,whent heirnegat iv eexper ienceswer eexami ned, all oft hef act ors
exceptt heoner el atedt ol ear nerchar act erist ics( lackofsel f-r
egul ationorsel f
-mot ivat i
on)ar er elatedt ot heonl i
nei nst ruct or .Par ticipant ’
si nt hi sst udyf elt
l
ost ,frust rated, andi solatedbecauset her ewasl ackofi mmedi ater esponse
ornof eedbackf r
om t hei nst ruct or .Whent hecour secont entwasnot
organi zed, i
ti ncr easedt hel ev el ofper pl exi tyandner vousnessofonl ine
l
ear ner s.Whenpar t
icipant sencount er edanyt echni cal pr obl ems, the
i
nst ruct orswer enotabl et oassi stt hem.Ev enwhent hei nst ruct orcoul dnot
helpt hem, noot hert echni cal per soncoul dhel pt heonl inel ear ner sei ther .
Whent hei nst r
uct ional met hodswer eonl yt hr ought ext books, ordi scussi on
post ings, st udent s’learningwasnotef f ectiv e.Thel ear ner sj ustcompl eted
assignmentandt urnedt hem i nwi thoutt ransf er ringandassi mi latingt he
knowl edgef r om t ext bookt ot hei rown.Theaut hor sconcl udedt hati nt he
processofensur ingt hequal ityofonl ineeducat ion, thei nst ruct orpl ay sakey
role.Notonl ybecauset hei nst ructor“ faces”t hest udent sdi rect l
y ,butal so
becausemor er esponsi bili
tyhasbeenputont hei nst ruct or ’sshoul der .
Howev er,thi sdoesnotmeant hatt headmi ni st ratorshoul dbesetasi dei nthe
qual i
tyassur anceofonl ineeducat ion.Mor ei mpor t ant ly,theadmi ni st r
at or
shoul dpr ov idesuf f
icientsuppor ts( trai ning, admi ni strat ive, monet ar y,and
promot ional ) ,hirequal i
fiedf acul ty
, andmot ivat ef acul tyt opr ov i
deef fect i
ve

58
onlinet eachi ng.Thi sstudywasconduct edwi t
hst udent sf rom t wo
universitiesandonecommuni tycol legei nthesout h.Conv eni encesampl i
ng,
rathert hananot hersampl i
ngt echni quewasused.I fadi f
fer entsampl ing
techniquehadbeenchosen, ther esul tscoul dbedi fferent.Ther efor
e, future
resear chcoul dbedonewi t
hahomogeneousgr oupofst udent s,usingal arger
sampl esi ze; includi ngmor euni v ersitiesandcol legesi nthest udy .Thisst udy
hascont r
ibutedt ot heli
teraturei nt hear eaofon- l
i
needucat ion.Ithasal so
prov i
dedv aluabl ei nformationf rom st udentsthatcanser v ebot honl i
ne
i
nst ructor sandadmi ni
stratorsinpr ov idi
ngmor eeffect i
veon-873l ine
educat ion.Thi sst udysuggest st hatI HEPbenchmar ksshoul dbeadopt edby
ever yinstitutionofhi ghereducat ionasameasur eoft heonl inepr ograms
eachi nst i
tutionof fers.Whent heonl ineeducat ionpr ogramsdonotmeett he
benchmar ks, student swon’ tper ceiv et heironl
ineeducat i
ont obeofhi gh
qual i
ty.Thi sst udyhasal soshownt hatmor er
esear chneedt obeconduct ed
i
nt hear eaofi mpr ov i
ngcommuni cat i
onsandut i
li
zingmul ti
-medi atoenhance
theon- lineeducat i
onal experiencesofst udent
si nregar dt obot hcour se
cont entandsoci alconnect edness.

SUGGESTI
ONS
 
Thelockdowni mposedamidthesur geofCOVID19,
thedanger ousvir
uswith
i
tsdireimpli
cati
onshasactuall
ypr ovent
obequitef
ruit
fulforEdTech
star
tups.Sever
alofthem havewitnessedmassiv
erevol
utionizi
nggrowthover
thepastcoupleofmonths,part
icular
lywheni
tcomest otheIndianeducat
ion
sector
.

WiththeEdTecheragainingpopular
it
yinful
lfor
ce,t
her ecrui
tmentlevel
sof
educati
onalt
echnologycompanieshav ehi
ghl
yboostedl eadi
ngtothe
devel
opmentofabout3,000newj obsbeingobserv
edi nthesector,
as
repor
tedbytheEconomi cTimes.Withanincr
easeinitsinvest
ment, I
ndi
a
becomesoneoft hefewnat i
ons,wit
hthemostsignif
icantboostinthissect
or.

Aseducationali
nsti
tuti
onsacr ossthewor ldfaceimmi nentcl osure,uponthe
i
mposi t
ionofthelockdown, t
her eli
anceuponourt echnol ogical
advancementsbecomesanecessi t
y.Pr esentl
yourtechni calresourcesare
advancedenought ohandlenotj ustacoupl eofonli
neclassesbutt odevel
op
anentir
estruct
urefordistanceeducat ioninschoolsanduni versi
ti
es.Even
uponthepandemi cnearingitsend, t
hesest r
uctur
eswi llcontinuet oholdthe
for
t,r
evoluti
oni
zingthewor l
dofl earning.

59
Oneoft hetopfir
mst hathasgainedanedgeov erthelockdownincludes
Udemy, Unacademyandof courseVedantu,anonli
net ut
oringpl
atform
devel
opedf orthepurposeofofferi
ngli
vecoachingclassesforit
sstudents
andenablingpersonali
zedlear
ning.Int
hisblogwewi l
l t
alkaboutthestor
yof
Vedantu.

I
nor
dert
osucceedi
nanonl
i
necl
ass,
student
sneedt
ohav
ether
equi
redl
evel
of
comput
erski
l
ls,
mot
ivat
ionandacommi
tmentt
olear
nandwor
kont
hei
rown.Onl
i
ne
cl
assesar
egoodf
orsel
f-
star
ter
s:t
hosest
udent
swhocant
aket
hei
nit
iat
ivet
ocompl
ete
cour
sewor
kwi
thoutt
hedi
rectsuper
visi
onofapr
ofessor
.Onl
i
nel
ear
ningi
snotf
or
ev
ery
one.I
ndi
vi
dual
swhopr
eferf
ace-
to-
facecommuni
cat
ionort
radi
ti
onal
groupwor
k
shoul
dwei
ght
hesef
act
orsi
ndet
ermi
ningi
fanonl
i
necl
assi
sappr
opr
iat
e.Academi
c
st
andar
dsf
oronl
i
necour
sesar
ethesameast
hosef
oral
lot
hercour
sesof
fer
edwi
thi
n
t
heDepar
tmentofCr
imi
nal
Just
ice.Onl
i
necour
sespr
ovi
dest
udent
swi
thaf
lexi
bleand
conv
eni
entwayt
olear
n,butt
hatdoesn'
tmeanonl
i
nel
ear
ningi
seasi
ert
hani
na
t
radi
ti
onal
classr
oom.Onl
i
necour
sesof
fert
hesameoppor
tuni
ti
esf
orl
ear
ningand
gr
owt
h,andt
hechancet
ochal
l
engey
our
sel
fasast
udent
.Asanonl
i
nest
udenty
ouwi
l
l
needt
obemot
ivat
ed,
dedi
cat
edanddet
ermi
nedwi
thy
ourst
udi
es.
Onl
i
neCour
seFor
mat
s

Onl
i
necour
sesar
ety
pical
l
yof
fer
edi
nthr
eef
ormat
s:hy
bri
d,onl
i
nesy
nchr
onous,
onl
i
ne
asy
nchr
onous.Thesef
ormat
sar
edef
inedbel
owandnot
edi
nthecour
seschedul
e.
St
udent
sneedt
opayspeci
alat
tent
iont
othef
ormatdesi
gnat
ionwhenr
egi
ster
ingf
or
onl
i
necour
ses.
Hy
bri
d:Hy
bri
dcour
sest
akepl
acepar
ti
all
yint
heonl
i
neenv
ironmentandpar
ti
all
yusi
ng
campus.Cont
entandi
nst
ruct
ionar
edel
i
ver
edt
hroughbot
hli
mit
edoncampusmeet
ings
andt
heonl
i
neenv
ironment
.Oncampusmeet
ingsar
eout
li
nedi
nthecour
sesy
ll
abus
schedul
e.
Sy
nchr
onous:
Onl
i
neweb-
basedcour
sesdel
i
vercont
entandcommuni
cat
ecompl
etel
y
v
iat
hei
nter
net
,usual
l
ythr
ought
heD2Lcour
semanagementsy
stem.Al
lcour
secont
ent
i
sdel
i
ver
edi
ntheonl
i
neenv
ironment
.St
udent
smust‘
meet
’onl
i
newi
tht
hei
nst
ruct
or
and/
orot
herst
udent
sdur
ingsett
imeper
iodst
opar
ti
cipat
einl
ear
ningact
ivi
ti
es.
Asy
nchr
onous:
Onl
i
neweb-
basedcour
sesdel
i
vercont
entandcommuni
cat
ecompl
etel
y
v
iat
hei
nter
net
,usual
l
ythr
ought
heD2Lcour
semanagementsy
stem.St
udent
sar
e
expect
edt
ohav
eaccesst
oani
nter
net
-connect
edcomput
erandbasi
ctechni
cal
ski
l
ls.Al
l
cour
secont
enti
sdel
i
ver
edi
ntheonl
i
neenv
ironment
.Nomeet
ingt
imesar
erequi
red,
t
houghdeadl
i
nesandduedat
eswi
thi
nthecour
sesy
ll
abusmustbehonor
ed.
Cour
ser
equi
rement
s

St
udent
smustr
eadt
hecour
sesy
ll
abusandanyot
herdocument
srel
atedt
othecour
se

60
t
obesur
ethatt
heyar
eawar
eofanyandal
li
nst
ruct
orpol
i
ciesandcour
seschedul
es.
Comput
erski
l
ls

I
nor
dert
obesuccessf
uli
nanonl
i
necour
se,
youmusthav
eawor
kingknowl
edgeoft
he
D2Lsy
stem andbasi
ccomput
erski
l
ls,
incl
udi
ngt
aki
ngonl
i
nequi
zzes,
managi
ngand
upl
oadi
ngcont
ent
,sav
ing,
openi
ng,
andpl
aci
ngf
il
esi
nsi
dedr
opboxes,
andcr
eat
inga
documenti
nawor
dpr
ocessi
ngpr
ogr
am.
Communi
cat
ionandPar
ti
cipat
ion

Bewi
l
li
ngt
out
il
izer
eli
abl
eandt
imel
ycommuni
cat
ionwi
thcl
assmat
esandf
acul
tyonl
i
ne.
Youwi
l
lneedt
oconsi
stent
lypar
ti
cipat
einonl
i
neact
ivi
ti
esandl
ogi
ntoy
ourcour
seat
l
eastsev
eral
timesperweekt
ovi
ewnewsi
tems,
par
ti
cipat
eincl
assact
ivi
ti
es,
assi
gnment
s,onl
i
nedi
scussi
onandqui
zzesandt
est
s.

Compl
etet
heonl
i
neassi
gnment
s,qui
zzes,
andact
ivi
ti
esbyt
hedeadl
i
nest
oal
l
owy
our
i
nst
ruct
oradequat
eti
met
orev
iewy
ourwor
kandpr
ovi
def
eedback.Al
lassi
gnment
s
mustbesubmi
tt
edi
nthef
ormatspeci
fi
edbyy
ouri
nst
ruct
ort
hrought
heD2Lwebsi
te
accor
dingt
oinst
ruct
ions.

Cont
acty
ouri
nst
ruct
orwi
thcour
ser
elat
edquest
ionswel
li
nadv
anceofduedat
esasy
ou
mayneedt
owai
tupt
o48hour
sforar
esponset
oyourquest
ions.

Comput
er/
Int
ernetaccess

Yourcomput
ermusthav
erel
i
abl
eaccesst
othei
nter
netandbeabl
etor
unoneoft
he
compat
ibl
ewebbr
owser
s.Technol
ogi
cal
probl
emsar
enotasuf
fi
cientexcusef
orf
ail
ure
t
ocompl
etecour
ser
equi
rement
s.
Academi
cInt
egr
it
y

Li
keat
radi
ti
onal
classr
oom,
student
sinonl
i
necour
sesar
eresponsi
blef
ormai
ntai
ning
academi
cint
egr
it
yandav
oidi
ngacademi
cdi
shonest
yinal
li
tsf
orms,
incl
udi
ng
pl
agi
ari
sm andcheat
ingont
est
s,assi
gnment
s,andact
ivi
ti
es.Besur
etor
evi
ewt
heRU
St
udentCodeofConduct
,incl
udi
ngt
heexpect
ati
onsr
egar
dingacademi
cint
egr
it
y.

61
BI
BLI
OGRAPHY

Bibl
iographyr
efer
stothesourcest
hroughwhi
chi
nfor
mat
ionhasbeen
retr
ievedinmyproj
ectdevel
opment:

Jai
1.   n,Sami
ksha(
10September2015).
 "
II
Talumnie-l
earni
ngvent
ureVedantu
eyes300%growt
hincomingyear
s".
 Entr
epr
eneur.Ret
ri
eved 
5October
 2017.

2. ^Babu,
  Ani
ta(7May2015). 
"Vedanturai
ses$5mnfrom AccelPar
tner
s,Ti
ger
Gl
obal"
. 
BusinessSt
andar
dIndia.Retr
iev
ed 5Oct
ober 
2017 
–v i
aBusiness
St
andard.

3. ^"
 Whyedt
echstar
tupswil
lbethenextt
otopthecl
ass-Gadget
sNow"
. 
Gadget
Now.7August2015.Ret
ri
eved 
5October 
2017.

4. ^Nandi
  ,Kat
hakal
i(6September2015)
. 
"Chooseyourteacheront
hisonl
i
ne
port
al"
. 
TheHindu.
 I
SSN 0971-
751X.Retr
ieved 
5October 
2017.

5. ^Poov
  anna,
Sharan(14October2015)
. 
"Anonl
ineplatfor
mt hatmakes
educat
ionmorepersonal
i
zed".
 l
iv
emint.
com/.Retr
ieved 5October
 2017.

6. ^Babu,
  Ani
ta(7May2015). 
"Vedanturai
ses$5mnfrom AccelPar
tner
s,Ti
ger
Gl
obal"
. 
BusinessSt
andar
dIndia.Retr
iev
ed 5Oct
ober 
2017.

7. ^"
 TechinAsi
a-ConnectingAsi
a'
sst
art
upecosy
stem"
. 
www.
techi
nasi
a.com.
Retr
ieved 
5October
 2017.

8. ^"
 ForI
ITaspi
rants,
coachi
ngbyI
ITi
ansi
sathand-Li
vemi
nt"
. 
www.
li
vemi
nt.
com.
Retr
iev
ed 5October 
2017.

62
9. ^"
 MTEducar eStockPrice,
SharePri
ce,
Liv
eBSE/NSE,
MTEducar
eBidsOff
ers.
Buy/SellMTEducarenews&t ips,
&F&OQuotes"
. 
www.money
cont
rol
.com.
Retr
ieved 5Oct
ober 2017.

10.^"
 Vedantut
ohostsecondedit
ionofInter
nationalSt
udentLeaguei
nNov
ember
2017".
 TheEducat
ionPost
.Retri
eved 
5Oct ober 
2017.

11.^
 "Li
stoft
utor
sfordi
ff
erentsubj
ect
satVedant
u".

12.^www.
  ETt
ech.com. "
Vedantur
aises$5mil
li
onfundingf
rom AccelPar
tner
s&
Ti
gerGl
obal-ETtech".
 ETt
ech.
com.Retr
iev
ed 5October
 2017.

13.^Shu,
  Catheri
ne.
 "
Indi
anOnli
neTutori
ngPlat
for
m VedantuNabs$5M Fr
om Accel
AndTi
gerGlobal
".
 TechCr
unch.Ret
ri
eved 
5October
 2017.

14.^"
 Micr
omaxtoinvest$400m topickupst
akei n20star
t-
ups"
. 
TheHi
ndu.8May
2015.Ret
ri
eved 
5Oct ober
 2017 
–v i
awww.thehindu.
com.

15.^Ambr
  e,Ashna(7May2015).
 "
TigerGl
obalentersi
nvest
sin
Vedant
u".
 l
iv
emint.
com.Ret
ri
eved 5Oct
ober 2017.

16.^"
 Omidyarl
eads$11mil
li
onf undi
ngi
nli
vetut
ori
ngplat
for
m
Vedantu"
. 
li
vemi
nt.
com.Retr
ieved 
28December 
2018.

17.^"
 I
ndia'
sVedanturai
ses$42M toexpandi
tsli
veandi
nter
act
iveonl
i
net
utor
ing
pl
atform"
. 
TechCrunch.Ret
ri
eved 
29August 
2019.

18.^"
 Vedant
ur ai
ses$100mi l
li
on,clai
msnow2ndmost -v
alueded-t
ech
company".
 TheFinanci
alExpress.17Jul
y2020.Ret
ri
eved 17Jul
y 2020.

63
 19.^"
 Excl
usi
ve:Vedant
useeks$1Bnv
aluat
ioni
nanewr
ound"
. 
ENTRACKER.Har
sh
Upadhyay
.

20.^"
 Vedantuacquir
esInstasolv,
adoubt-
solv
ingapp–thel
atesti
nbuzzi
ngedt
ech
acqui
sit
ionsinIndi
a".
 BusinessInsi
der
.Retr
iev
ed 
16Jul
y 
2021.

21.^"
 Edt
echst
artupVedant
uacquiresmaj
ori
tyst
akei
nPedagogy
". 
TheEconomi
c
Ti
mes.Retr
iev
ed 16July
 2021.

Books&Magazi
nes:

• Marketi
ngManagement
• EconomicTimes
  BUSINESS RESEARCH 
METHODOLOGY

ht
tps:
//www.
vedant
u.com/

Vedant
u-Wi
ki
pedi
a

St
udentSat
isf
act
ionwi
thOnl
i
neLear
ning-ERI
C
ht
tps:
//f
il
es.
eri
c.ed.
gov
 


I
mpactofonl
i
necl
assesont
hesat
isf
act
ionandper
for
mance
ht
tps:
//l
i
nk.
spr
inger
.com/
art
icl
e/10.
1007/
s10639-
021-
10523-
1

Suggest
ionsf
orSuccessi
nOnl
i
neCl
asses-Radf
ord
Univ
ersi
ty
ht
tps:
//www.
radf
ord.
edu 
›cr
imi
nal
-j
ust
ice›r
esour
ces

1.
2.

64
65
 ANNEXURE

1.
Howwoul dyourat
eyouroveral
l
exper
iencewit
hourser
viceinvedant
u?

a)
0
b)
1
c)
2
d)
3
e)
4
f
)5

2.
Whi
chcl
assy
ouar
est
udy
ingi
nvedant
u?

t
h
a)
9
t
h
b)
10

3.
How’
sourt
eacherknowl
edgei
nvedant
u?

a)
Good
b)
Poor

66
4.
Designandpr
esent
ati
onski
ll
soft
eacher
sin
veadntu?

a)
Good
b)
Poor

5.
Sat
isf
iedwi
thourr
angeofpr
oduct
s.

a)
Ver
ysat
isf
ied
b)
Unsat
isf
ied

6.
Easyt
ofi
ndy
ourneedi
nvedant
u.

a)
Easy
b)
Tough

7.
Qual
it
yandcondi
ti
onofwav
epl
atf
orm.

a)
Good
b)
poor

67