Final Report

 

RESEARCH PROJECT REPORT ON To Study The Perception Of Students Towards Online Learning SUBMITTED TOWARDS PARTIAL FULFILLMENTOF POST GRADUATE DIPLOMA IN BUSINESS MANAGEMENT (Approved by AICTE, Govt. of India) (Equivalent to MBA) ACADEMIC SESSION 2008 – 2010

 

UNDER THE GUIDANCE OF:

SUBMITTED BY:

INSTITUTE OF MANAGEMENT STUDIES C-238, BULANDSHAHR ROAD, LAL QUAN, POST BOX NO. 57, GHAZIABAD – 201009

TO WHOM SO EVER IT MAY M AY CONCERN 1

 

This is to certify that the project entitled TO STUDY THE PERCEPTION OF STUDENTS TOWARDS ONLINE LEARNING submitted by GROUP 6 , for  the partial fulfillment of the requirements for the award of two year Post Graduate Diplomaa in Business Diplom Business Management Management is a bonafide bonafide record of the work done by him under  my guidance and that this has not been submitted by this group for any other Degree or  Diploma.

ACKNOWLEDGEMENT

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We owe a huge debt of thanks and deep sense of gratitude to my learned guide Prof. Timira Shukla under whose guidance, supervision and encouragement the present study of our project was undertaken and completed. Her sympathetic, accommodating and constructive nature remained a constant source of inspiration for me throughout the duration of my project. At last but not the least we would like to thank all of my faculty members who have enlightened us with their knowledge and guidance so that we will be able to fulfill the expectations of our teachers and  parents. Again including the credit of our colleagues we thank them for their support and help without which it was a difficult task to complete the project successfully.

Contents

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Summary…...……………………………………………………06 1. Executive Summary…...……………………………………………………06

2. Introduction…………...………………………….…………………………08 2(a) Literature Review……………………………………………………...10 2(b)Objective of the study…………………………………………………..12 3.Research Methodology………………………………………………………..14 Methodology………………………………………………………..14 3(a) Data Collection Method……………………………………………….14 3(b) Research Tool………………………………………………………….14 4.Data Analysis…………………………………………………………………...16 4(a) Statistical Tools •

Chi Square Test……………………………………………………….16

•

Factor Analysis………………………………………………………..33

5. Conclusion …………………………………………………………………….42 6. Recommendation………………………………………………………………43 Recommendation………………………………………………………………43 7. Limitations……………………………………………………………………..45 8. List Of Tables And Charts……………………………………………………47 9. Annexure……………………………………………………………………….48 10. References…………………………………………………………………….52 References…………………………………………………………………….52

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CHAPTER 1

5

 

EXECUTIVE SUMMARY:

With Wit h fluctua fluctuation tionss in the econom economy, y, increase increased d techno technolog logical ical compet competence ence,, fast-pac fast-paced ed lifestyles, geographic geographic dispersion, dispersion, and the need for workers to possess new skill sets and crede cre denti ntiali aling ng,, the dema demand nd fo forr online online degr degree eess has has gr grow own n ov over er the past past decad decade. e. Furthermore, individual students invest thousands of rupees each year obtaining higher  ed educ ucati ation on.. Incre Increasi asing ngly ly,, they they se selec lectt onlin onlinee de degr gree eess to re reach ach th that at go goal al with with th thee expectation of a sound return on investment. Jupiter Communications, a market research firm, reports that 72% of teenagers in the United States will be online by 2003 (Stanton, 2000). This alone indicates that students will learn and communicate electronically more than any previous generation. At the same time, teenagers are not the only digital learners. With the growing number of  online courses, the increasing accessibility of computers, and the increasing increasing number of  computer users, students of all ages are taking advantage of distance learning or are using computers to enhance the traditional classroom experience. The purpose purpose of this study was to gain gain insights insights into learners' learners' percept perceptions ions of online online learning. Adult students primarily choose online degrees to obtain credentialing for   promotions  promo tions and employme employment, nt, as well as to cultivate lifelong learning learning while while overcoming overcoming such suc h po pote tenti ntial al barri barriers ers as full-t full-time ime work work re respo sponsi nsibi bilit lities ies an and d re remo mote te geog geograp raphic hic location. Despite the increasing interest in pursuing an online degree toward obtaining additional credentials, the economic climate causes students to place a high premium on whether  online degrees translate into jobs or careers. This translation is dependent on the current

6

 

hiring practices that are influenced by the organization’s hiring “gatekeeper’s” view. Results of the study indicated that most learners agreed that course design, learner  motivation, time management, and comfortableness with online technologies impact the success of an online learning experience. Participants indicated that technical problems, a perce perceive ived d lack lack of sense sense of comm commun unity ity,, time time co const nstrai raints nts,, an and d the di diffi fficu culty lty in understandi underst anding ng the objecti objectives ves of the online online courses courses as challe challenges nges.. Sugges Suggestion tionss for  addressing the challenges are provided.

 

CHAPTER 2

7

 

INTRODUCTION:

Percept Perc eption ion is the process process by which organis organisms ms interpre interprett and organize organize sensatio sensation n to  producee a meaningful  produc meaningful experience experience of the world. Sensation Sensation usually usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes one's ultimate experience of the world and typically involves further processing of sensory input. In  practice, sensation sensation and perception perception are virtually impossible impossible to separate, because because they are  part of one one continuou continuouss process. Thus, Thu s, percepti perception on in humans humans describ describes es the proces processs whereb whereby y sensory sensory stimulatio stimulation n is translated into organized experience. That experience, or percept, is the joint product of  the stimulation and of the process itself.

"e" learning. However you write it, definitions abound.

•

The convergence of the Internet and learning, or Internet-enabled learning. The use of networ network k techno technolog logies ies to create, create, foster, foster, deliver deliver,, and facilitate facilitate learning learning,,

•

anytime and anywhere. The delivery of individualized, comprehensive, dynamic learning content in real time,

•

aidi aiding ng th thee de deve velo lopm pmen entt of co comm mmun unit itie iess of kn know owle ledg dge, e, link linkin ing g le lear arne ners rs and and •

 practitioners with experts.  practitioners A phenomenon delivering accountability, accessibility, and opportunity to allow people

•

and organizations to keep up with the rapid changes that define the Internet world. A force that gives people and organizations the competitive edge to allow them to keep ahead of the rapidly changing global economy.

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Adapting a definition from the Wisconsin Online Resource Center, Robert J. Beck  suggests that learning objects have the following key characteristics: 1. Learn Learning ing objec objects ts are a new new way way of thinki thinking ng about about learnin learning g co conte ntent. nt. Traditionally, content comes in a several hour chunk. Learning objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes. 2. Are self-containe self-contained d – each each learning learning object object can can be taken indepe independently ndently 3. Are reusab reusable le – a single single learning learning object object may be be used in multip multiple le contexts contexts for multiple purposes 4. Can Can be ag aggr greg egat ated ed – lear learni ning ng ob obje ject ctss ca can n be gr grou oupe ped d in into to la larg rger  er  collections of content, including traditional course structures 5. Are Are tagg tagged ed wi with th meta metada data ta – ev ever ery y le lear arni ning ng ob obje ject ct ha hass de desc scri ript ptiv ivee information allowing it to be easily found by a search[ search[

What we know about learning is an important starting point for exploring the use of  technology technolo gy and the design and success success of online and blended blended learning. learning. The basis of  effectiv effe ctivee online online learning learning is compar comparable able to the founda foundatio tion n of effectiv effectivee learnin learning g in general. Although e-learning (and various blended approaches that integrate online components into traditional classes) continues to grow rapidly, it still remains at an early stage of  development. Consequently, developers and deliverers of online learning need more underst und erstandi anding ng of how students students perceive perceive and react react to elemen elements ts of e-learnin e-learning g (since (since student perception and attitude is critical to motivation and learning) along with how to apply these approaches most effectively to enhance learning.

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2(a) LITERATURE REVIEW: Because Bec ause many many new techno technolog logies ies and webweb- based based activiti activities es are interact interactive, ive, online online coursework has the potential to create environments where students actively engage with material and learn by doing, refining their understanding as they  build new new knowledg knowledgee (Johnston, (Johnston, Killion Killion & Omome Omomen, n, 2005; 2005; Pallof Pallof & Pratt, Pratt, 2003). 2003).

With computer technology permeating the academic landscape, and the Net Generation dominat dom inating ing the academi academicc scene, scene, educato educators rs are called called to reflect reflect on and reconfi reconfigur guree curricul curr iculum um design design,, facilitat facilitation ion,, and evaluation evaluation to align align with the e-learnin e-learning g era and learners’ orientations and preferences. The degree to which learning style preferences were satisfied in an e-learning format contributed to learners’ perceived connection to the learning learning.. Within Within Kolb’s Kolb’s Learnin Learning g Style Style framewo framework, rk, learners learners characte characterize rized d as diverge dive rgers rs and assimila assimilators tors express expressed ed the highest highest satisfact satisfaction ion with with techno technolog logy y as it accommodated their preference for autonomous learning and no compelling need to form connections with others. The limitless availability of information in a mobile environ env ironmen mentt fed their their curiosi curiosity ty for knowle knowledge dge beyond beyond the prescrib prescribed ed classroo classroom m curriculum. According to one learner, “the ability to take my work wherever I go and do research whenever whenever I’m inspired to do so, enables me to work when the time is right or when an idea surfaces.” As well, the visual stimulation afforded by graphs, charts, video vignettes, vignettes, and interactive websites was appealing to these groups groups of learners who were we re orien oriente ted d towa toward rd re refle flecti ctive ve obser observa vatio tion. n. (Mun (Munro ro Caro Carolin lin Reka Rekar, r, The The Ic Icfai fai University Journal of Higher Education-Nov. 2006)

Spreading Internet connectivity, better exploitation of the evolving technology for the creation of educational resources, and a resultant cost-cutting in the investment for  higher education are considered to be the vital keys to transform the digital divide into a digital dividend. Encouraging cross-border higher education, paying attention to issues

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such as affordability, affordability, accessibility, and appropriateness, appropriateness, and above all, maintaining maintaining the quality are some of the few potential options options left for the developing countries countries to adopt, which will effectively define the global profile of higher education in the 21st century. ( John Daniel, Asha Kanwar and Stamenka Uvalic-Trumbic-Feb. 2007)

Guendoo (2008) Guendoo (2008) hypothesized hypothesized that any negative perceptions perceptions traditional traditional universities universities currently have about online doctoral degree graduates applying for faculty positions may change. “One can predict that the gap in perception between the subjects of this study stu dy (comm (commun unity ity co colle llege ge leade leaders) rs) and and those those of the Adam Adamss an and d DeFle DeFleur ur study study [traditional four-year colleges] will continue to close over time” (Guendoo, 2008, p. 4). Students who take an online course for its flexibility may dislike online chats or other  synchro sync hronou nouss activiti activities es that occur occur at fixed fixed times. times. One professo professorr teaching teaching an online online course affirmed this, saying, "I think people gravitate toward a Web model or virtual classroom for flexibility" (Carr, 2000, p. 32). esponse espon sess are furth further er shape shaped d by th thee level level of stude students nts'' indiv individ idua uall co comp mput uter er sk skill ills. s. Students who use computers at home or in residence halls generally have less computer  anxiety because they are more familiar with the technology used in their courses. Focus groups have indicated that "students view their lack of training in computers as the strongest inhibitor to computer use" (McMahon et al., 1999, p. 302). Inexperienced computer users can be intimidated in a lab. According to Ropp's (1999) review of the literature, most research concludes that the less experience people have with computers, the more computer anxiety they exhibit.

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2(b) OBJECTIVE OF THE STUDY :  

In particular, this study aims to address four objectives: (1) To identify the behavior and the ways students were accessing the online

materials available through various institutions.,

(2) To obtain obtain the st stude udents nts’’ perce perceptio ptions ns of

co cours urses es avai availab lable le in

various institutions in relation to their role in learning and thereby improving students’ grades, (3 (3)) To de dete term rmine ine fact factor ors s wh which ich might ight co cont ntrib ribut ute e to a po posit sitiv ive e perception of institutions providing online courses, and (4 (4)) To prop propos ose e wa ways ys of im impr prov ovin ing g qu qual ality ity of co cour urse ses s as a mor ore e valuable online-learning vehicle.

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CHAPTER 3

 

13

 

RESEARCH METHODOLOGY A descriptive conclusive research design was used to present the study. The study was conducted to study the students perception regarding online study. Research design indicated a plan of action to be carried out in connection to the proposed research work. It provides only a guideline for the researcher to enable him to keep track of his actions and to know that he is moving in the right direction in order to achieve his goals.

1.DATA COLLECTION METHOD Both Primary and Secondary data has been used in the present study. For Primary Data collecti coll ection on we gathere gathered d the informa informatio tion n throug through h the qu questi estionn onnaire aire and throug through h the interactions conducted with the various students.

2.RESEARCH TOOL

The research tool used used was questionnaire questionnaire . Questionnaire Questionnaire was designed designed in English Language and consisted of

questions.

SPSS was used to co-relate motivation and creativity in an organization .

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CHAPTER 4

15

 

DATA ANALYSIS :

Setting of Hypothesis:- We have assumed : H0 (null Hypothesis) -> There is no relation between the independent variables. H1(alternate Hypothesis) -> There is a relation between the independent variables. Chi-Square Test Frequencies

Gender 

male female Total

Observed N 73

Expected N 70.5

Residual 2.5

68

70.5

-2.5

141

1.1 Table Showin Showing g Fre Frequencie quenciess Of Gender

Age Group

25 35

Observed N 67

Expected N 35.3

Residual 31.8

45

35.3

9.8

25 4

35.3 35.3

-10.3 -31.3

45 55 Total

141

1.2 Table Showin Showing g Fre Frequencie quenciess Of Age Group Group

 

Occupation

Observed N 53

Expected N 35.3

Residual 17.8

42

35.3

6.8

housewife

31

35.3

-4.3

office work

15

35.3

-20.3

student business

Total

141

1.3 Table Showing Frequencies Of Occupation

16

 

why have you opted for this course

effective time flexibility

Observed N 47

Expected N 35.3

Residual 11.8

43

35.3

7.8

40 11

35.3 35.3

4.8 -24.3

lower fee other(please specify) Total

141

1.4 Table Showing Frequencies Of Why Have You Opted For This Course

duration of the course Observed N 39

Expected N 35.3

Residual 3.8

100

35.3

64.8

3.00

1

35.3

-34.3

4.00

1

35.3

-34.3

Total

141

long term short term

1.5 Table Showing Frequencies Of Duration Of The Course

opted for which course Observed N 48

Expected N 28.2

Residual 19.8

39

28.2

10.8

schooling

11

28.2

-17.2

technical

24

28.2

-4.2

part time

19

28.2

-9.2

post graduate graduate

Total

141

1.6 Table Showing Frequencies Of Opted For Which Course

most preferred online learning provider  Observed N 25

Expected N 28.2

Residual -3.2

28

28.2

-.2

symbiosis

57

28.2

28.8

anna mallai

21

28.2

-7.2

10 141

28.2

-18.2

ignou aima

others Total

17

 

1.7 Table Showing Frequencies Of Most Preferred Online Learning Provider no. of online courses you have done Observed N 52

Expected N 28.2

Residual 23.8

48

28.2

19.8

three

32

28.2

3.8

four 

6

28.2

-22.2

more

3

28.2

-25.2

Total

141

one two

1.8 Table Showing Frequencies Of No. Of Online Courses You Have Done

estimated no. of hours spend per week online Observed N 23

Expected N 28.2

Residual -5.2

45

28.2

16.8

4-6

39

28.2

10.8

7-10

18

28.2

-10.2

>10

16

28.2

-12.2

Total

141

<1 1-3

1.9 Table Showing Frequencies Of Estimated No. Of Hours Spend Per Week 

course fee structure Observed N 31

Expected N 28.2

Residual 2.8

37

28.2

8.8

0.k

56

28.2

27.8

poor 

14

28.2

-14.2

3

28.2

-25.2

very good good

very poor  Total

141

1.10 Table Showing Frequencies Of Course Fee Structure

mode of payment Observed N 47

Expected N 35.3

Residual 11.8

27

35.3

-8.3

online payment

50

35.3

14.8

cash

17

35.3

-18.3

Total

141

d.d cheque

1.11 Table Showing Frequencies Of Mode Of Payment

18

 

1.12 Table Showing Test Statistics

Descriptive Statistics

age group occupation

Mean 1.7589

Std. Deviation .84431

N 141

2.0567

1.01259

141

why have you opted for  this course

2.1064

.96141

141

duration of the course

1.7447

.49863

141

opted for which course

2.4823

1.44718

141

most preferred online learning provider 

2.7376

1.13166

141

no. of online courses you have done

2.0071

.98195

141

estimated no. of hours spend per week online

2.7092

1.21619

141

course fee structure

2.4397

1.00973

141

mode of payment

2.2624

1.05320

141

1.13 Table Showing Descriptive Statistics

19

 

Variables

Chi Square Chi Squa Square re Degree

Of  Level

of   Accept

calculated Gender 0.177 Age group 61.979 Occupation 22.376 Opted for  22.943

Tabulated 3.841 7.815 7.815 7.815

Freedom 1 3 3 3

significance 0.05 0.05 0.05 0.05

/Reject Accept Ho Reject Ho Reject Ho Reject Ho

this course Duratio Du ration n of  185.894

7.815

3

0.05

Reject Ho

the course Opted for  32.156

9.488

4

0.05

Reject Ho

43.362

9.488

4

0.05

Reject Ho

 provider   provider   No. of  74.496

9.488

4

0.05

Reject Ho

9.488

4

0.05

Reject Ho

9.488

4

0.05

Reject Ho

7.815

3

0.05

Reject Ho

which course Most  preferred  preferre d online learning

online courses done  No. of hours 24.071 spend

per 

week online Cours oursee fee fee 60.099 structure Mode

of   21.468

 payment  payme nt 1.14 Table Showing Acceptance/Rejection Of Hypothesis

20

 

1.15 Table Showing Correlations

21

 

Frequency Tables & Bar Charts:

Gender 

Valid

male female Total

Frequency 73

Percent 51.8

Valid Percent 51.8

Cumulative Percent 51.8

68

48.2

48.2

100.0

141

100.0

100.0

1.16 Frequency Table Of Gender

2.1 Bar Graph Showing Gender Frequencies

22

 

Age Group

Valid

Frequency 67

Percent 47.5

Valid Percent 47.5

Cumulative Percent 47.5

45

31.9

31.9

79.4

45

25

17.7

17.7

97.2

55

4

2.8

2.8

100.0

141

100.0

100.0

25 35

Total

1.17 Frequency Table Of Age Group

2.2 Bar Graph Showing Age Group Frequencies

23

 

Occupation

Valid

student business

Frequency 53

Percent 37.6

Valid Percent 37.6

Cumulative Percent 37.6

42

29.8

29.8

67.4

housewife

31

22.0

22.0

89.4

office work

15

10.6

10.6

100.0

141

100.0

100.0

Total

1.18 Frequency Table Of Occupation

2.3 Bar Graph Showing Occupation Frequencies

24

 

Why have you opted for this course

Valid

Frequency 47

Percent 33.3

Valid Percent 33.3

Cumulative Percent 33.3

43

30.5

30.5

63.8

lower fee

40

28.4

28.4

92.2

other(please specify)

11

7.8

7.8

100.0

141

100.0

100.0

Effective time flexibility

Total

1.19 Frequency Table Of Why Have You Opted For This Course

2.4 Bar Graph Showing (why have you opted for this course) Frequencies

Duration of the course

25

 

Valid

Frequency 39

Percent 27.7

Valid Percent 27.7

Cumulative Percent 27.7

100

70.9

70.9

98.6

3.00

1

.7

.7

99.3

4.00

1

.7

.7

100.0

Total

141

100.0

100.0

long term short term

1.20 Frequency Table of Duration Of The Course

2.5 Bar Graph Showing duration of the course Frequencies

26

 

Opted for which course

Valid

Frequency 48

Percent 34.0

Valid Percent 34.0

Cumulative Percent 34.0

39

27.7

27.7

61.7

schooling

11

7.8

7.8

69.5

technical

24

17.0

17.0

86.5

part time Total

19 141

13.5 100.0

13.5 100.0

100.0

post graduate graduate

1.21 Frequency Table Of Opted For Which Course

2.6 Bar Graph Showing opted for which course Frequencies

27

 

Most preferred online learning provider 

Valid

ignou aima

Frequency 25

Percent 17.7

Valid Percent 17.7

Cumulative Percent 17.7

28

19.9

19.9

37.6

symbiosis

57

40.4

40.4

78.0

anna mallai

21

14.9

14.9

92.9

others

10

7.1

7.1

100.0

Total

141

100.0

100.0

1.22 Frequency Table Of Most Preferred Online Learning Provider

2.7 Bar Graph Showing most preferred online learning provider Frequency

28

 

No. of online courses you have done

Valid

one two

Frequency 52

Percent 36.9

Valid Percent 36.9

Cumulative Percent 36.9

48

34.0

34.0

70.9

three

32

22.7

22.7

93.6

four  more

6 3

4.3 2.1

4.3 2.1

97.9 100.0

Total

141

100.0

100.0

1.23 Frequency Table Of No. Of Online Courses You Have Done

2.8 Bar Graph Showing no. of online courses you have done Frequencies

29

 

Estimated no. of hours spend per week online

Valid

Frequency 23

Percent 16.3

Valid Percent 16.3

Cumulative Percent 16.3

45

31.9

31.9

48.2

4-6 7-10

39 18

27.7 12.8

27.7 12.8

75.9 88.7

>10

16

11.3

11.3

100.0

141

100.0

100.0

<1 1-3

Total

1.24 Frequency Table Of Estimated No. Of Hours Spend Per Week 

2.9 Bar Graph Showing estimated no of hours spend per week online Frequencies Course fee structure

30

 

Valid

Frequency 31

Percent 22.0

Valid Percent 22.0

Cumulative Percent 22.0

37

26.2

26.2

48.2

0.k

56

39.7

39.7

87.9

poor 

14

9.9

9.9

97.9

3

2.1

2.1

100.0

141

100.0

100.0

very good good

very poor  Total

1.25 Frequency Table Of Course Fee Structure

2.10 Bar Graph Showing course fee structure frequencies

31

 

Mode of payment

Valid

Frequency 47

Percent 33.3

Valid Percent 33.3

Cumulative Percent 33.3

27

19.1

19.1

52.5

online payment

50

35.5

35.5

87.9

cash

17

12.1

12.1

100.0

Total

141

100.0

100.0

d.d cheque

1.26 Frequency Table Of Mode Of Payment

2.11 Bar Graph Showing mode of payment Frequencies

32

 

Factor Analysis : Factor Analysis is the appropriate statistical technique for data reduction. This will give us the most important attributes amongst fifteen of them. The important attributes can then be clubbed/ grouped together to form factors. These factors help us in finding the  perception  perceptio n of students students towards towards online online studies. studies. The factors identified identified are are such that that the first factor explains the maximum amount of variance between the statements; the second factor explains some more variance; till a stage is reached when the inclusion of  any other factor does not result in an increase in variance explained, or the increase in negligible. Under every factor column against each of the statements is a numerical value termed as factor loading. Statements that have a high factor loading compared to others are then isolated. There may be four or five such statements that are essentially  pointing towards towards a single factor.

KMO and Bartlett's Test Kaiser-Meyer-Olkin Kaiser-Meye r-Olkin Measure of Sampling  Adequacy. Bartlett's Test of  Sphericity

 Approx. Chi-Square

.669 428.801

Df 

105

Sig.

.000

1.27 Table Showing Kmo And Bartlett’s Test

33

 

Communalities Initial

Extraction

enrolling for online course is beneficial

1.000

.628

the content provided by these online courses is better than other courses

1.000

.694

these courses have been an added advantage to your ongoing learning

1.000

.460

using the online units is an effective way to learn about the assigned topics

1.000

.590

problems are faced in recovering your saved / completed work

1.000

.550

problems are faced in registering or navigating at website

1.000

.595

there is a need of regular  classes along with online classes

1.000

.867

1.000

.703

1.000

.556

1.000

.691

1.000

.540

1.000

.650

communicating electronically

1.000

.660

learning is the same in class and at home at internet

1.000

.471

online learning is better  than distance education

1.000

.425

the online courses easily accessible prefered online course is of  intense value in the market online courses are good in regard to full time t ime courses the interest level generated in this courses are of  intense level the internet access and speed is a hindrance in the online learning process i am comfortable in

Extraction Method: Principal Component Analysis.

1.28 Table Showing Communalities

34

 

1.29 Table Showing Totalvarience Explained

35

 

2.9 Graph Showing Scree Plot

36

 

Component Matrix(a) Component   enrolling for online course is beneficial

1

2

3

4

5

.516

.410

.329

.005

-.293

the content provided by these online courses is better than other courses

-.688

.282

-.127

.298

.192

these courses have been an added advantage to your ongoing learning

.514

.351

-.081

.230

.117

using the online units is an effective way to learn about the assigned topics

.612

.414

-.075

.099

-.168

problems are faced in recovering your saved / completed work

.330

-.335

.432

.340

.164

-.444

-.046

.322

.505

-.192

there is a need of regular  classes along with online

.146

.216

.030

.145

.882

classes the online courses easily accessible

-.149

.378

-.345

.632

-.138

prefered online course is of  intense value in the market

-.297

.585

.067

-.346

-.034

online courses are good in regard to full time t ime courses

-.633

.313

.406

.163

-.040

-.116

.598

.378

-.154

-.050

.665

.130

.404

-.104

.128

.444

.528

-.382

.188

-.045

learning is the same in class and at home at internet

-.404

.411

.248

-.244

.134

online learning is better  than distance education

-.220

.231

-.437

-.357

.070

problems are faced in registering or navigating at website

the interest level generated in this courses are of  intense level the internet access and speed is a hindrance in the online learning process i am comfortable in communicating electronically

Extraction Method: Principal Component Analysis. a 5 com components ponents extracted. extracted.

1.30 Table Showing Component Matrix(A)

37

 

Rotated Component Matrix(a) Component   enrolling for online course is beneficial

1

2

3

4

5

.622

.272

-.235

.264

-.208

the content provided by these online courses is better than other courses

-.260

.295

.676

-.193

.214

these courses have been an added advantage to your ongoing learning

.630

-.064

-.006

.080

.230

using the online units is an effective way to learn about the assigned topics

.756

-.018

-.118

.025

-.050

problems are faced in recovering your saved / completed work

.014

-.201

-.123

.683

.165

-.244

.179

.545

.417

-.180

there is a need of regular  classes along with online

.116

.066

-.007

.062

.920

classes the online courses easily accessible

.353

-.056

.754

-.079

-.008

prefered online course is of  intense value in the market

.063

.643

.017

-.371

-.024

-.277

.635

.432

.150

-.044

.200

.707

-.011

.007

-.015

.446

.096

-.522

.378

.163

.755

-.075

.135

-.239

.096

learning is the same in class and at home at internet

-.153

.638

.047

-.157

.115

online learning is better  than distance education

-.042

.090

.007

-.642

.057

problems are faced in registering or navigating at website

online courses are good in regard to full time t ime courses the interest level generated in this courses are of  intense level the internet access and speed is a hindrance in the online learning process i am comfortable in communicating electronically

Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization. a Rotation conve converged rged in 8 iterations.

1.31 Table Showing Rotated Component Matrix(A)

38

 

Component Transformation Matrix Component 1 2

1 .714

2 -.375

3 -.533

.618

.680

3

-.156

4

.235

4

5 .244

.075

.234

-.290

.129

.566

-.263

.765

-.041

-.276

.764

.521

.119

5 -.171 -.004 -.094 Extraction Method: Principal Component Analysis. Rotation Method: Varimax with Kaiser Normalization.

-.011

.981

1.32 Table Showing Component Transformation Transformation Matrix

FACTORS:Factor loading and labeling of variables generated by rotated composite matrix

Component

Factors(variables)

Factor Name

Cumulative Name

1

12,13,14,20,23

2

19,20,24,25

3

15,26

Enrolling Online  A Courses is beneficial, Content provided ,  Advantages to your  ongoing learning, Value in the market, Internet access / speed is a hindrance Course is easily B accessible, Interest level generated , Communicating electronically , Learning is the same in class / home, Online units is an C effective way to learn , Online learning is better  than distance education

4

16,18

Problems in recovering saved/ completed work , Need of regular classes

D

5

17

Problems in registering and navigating of  websites

E

Interpretation:

39

 

•

Students are looking for online courses which are A in nature and moreover they are going for the courses which are beneficial to them , the content / data provided is very good and which enhances there learning skills although internet access / speed is a hindrance yet they feel online courses have intense value in the market.

•

The Second factor which came out was B these factor effect students perception. As most of the students wants those online courses which are easily accessible they have greater interest level and those course which are user friendly so that they ca gain maximum out of these online courses being at home, business, working anywhere and everywhere.

•

The third factor which came out is over here is C. They hace a perception that online couses is an effective way to learn the assigned topics and whether the online courses are better than the distance distance education.

•

•

The fourth factor i.e. D which counts the perception of students toward ongoing learning is that they prefer those online courses in which they don’t face any  problem  proble m in recovering recovering there complete complete work work and and they perceive a need of of regular  regular  classes along with online classes so as to gain the maximum. The last contributing factor is E i.e. if they face any problem in enrolling /registering for any online course they don’t opt or go for it.

40

 

 

CHAPTER 5

41

 

CONCLUSION :

Online courses and programs continue to grow in higher education settin set tings. gs. Stu Studen dents ts are inc increa reasin singly gly dem demand anding ing onl online ine acc access ess,, and univer uni versit sities ies and colleg colleges es are wo worki rking ng to me meet et the dem demand ands. s. In a re rece cent nt st stud udy, y, ne near arly ly 68 68% % of st stud uden ents ts we were re "sat "satis isfie fied" d" or "v "ver ery y satisfied" with using the Internet as the primary source of course materials (Beatty, 2000). Reasons for students' satisfaction ranged from accessibility and convenience to flexibility and student-teacher interaction. With online learning, students control when, where, and what they learn, as well as how often and how quickly—and this level of control is what creates satisfied students. Whether students are involved in full-scale distance learning programs or dabbling in online activities for a traditional class, their perception of the experience profou pro foundl ndly y affe affects cts the pro proces cess s of edu educat cation ion.. Lea Learni rning ng var varies ies wit with h each individual, as do preferences for the methods used to learn. Given the appropriate tools, students can become lifelong learners with wi th a pa pass ssio ion n fo forr kn know owle ledg dge. e. Th The e ch chal alle leng nge e fo forr ed educ ucat ator ors s is therefore the same as it has always been: how to help students learn.  The differe difference nce betw between een the blackb blackboard oard-boun -bound d class classroom room and the cyber-connected classroom is just a matter of space, and educators must learn how that space helps to define student perceptions of  educat educ atio ion. n. mos ostt lear learne ners rs ag agre reed ed that that co cour urse se de desi sign gn,, le lear arne nerr motiva mo tivatio tion, n, tim time e ma manag nagem ement ent,, and com comfor fortab tablene leness ss wit with h onl online ine technologies impact the success of an online learning experience. Participants indicated that technical problems, a perceived lack of  sens se nse e

of

co com mmun unit ity, y, ti tim me

co cons nstr trai ain nts, ts,

and th the e

di diff ffic icu ult lty y

in

understanding the objectives of the online courses as challenges.

42

 

RECOMMENDATIONS : •

 The course course qualit quality y of the online cou courses rses nee need d to be of high standards.

•

 The data data an and d info inform rmation ation p provid rovided ed sho should uld be a authe uthentic ntic an and d free of any type of errors.

•

 The websit website e sho should uld be easy to acc access ess an and d exp explore. lore.

•

 The online online cours course e provid providers ers sho should uld prov provide ide the info informa rmation tion in the easiest way possible.

•

 The inform information ation provi provided ded sh should ould b be e in a friend friendly ly m manner anner..

•

 The online cour course se provi providers ders shou should ld try and arra arrange nge for regular classes held in pre-defined intervals so as to make them more beneficial.

•

Registration and enrollment process should be error free and easy.

.

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CHAPTER 6

44

 

LIMITATIONS :  No project project is complete completed d without without limitation limitation ant it become becomess essential to to figure out the various concept and that we under went during study the following point in this direction would add to our deliberation----

•

During the study many a time on on various questions asked by us respondent showed cold shoulders.

•

The second limitation was the time duration of two month is not enough to know about relationship between creativity and motivation.

•

Employees sometime fell hesitated while telling their views about the company.

•

Data collection

•

As we are the fresher in the marketing research we faced problem to figure out the project

These limitations were very common and yet we came across these with a  positive note and and the subsequ subsequent ent chapters chapters in this this report shall explain explain the rationality behind the structural compilation.

45

 

46

 

 

CHAPTER 7

 

LIST OF TABLES AND CHARTS:1. TABLES 47

 

1.1 Table Showing Frequencies Of Gender 1.2 Table Showing Frequencies Of Age Group 1.3 Table Showing Frequencies Of Occupation 1.4 Table Showing Frequencies Of Why Have You Opted For This Course 1.5 Table Showing Frequencies Frequencies Of Duration Of The The Course 1.6 Table Showing Frequencies Of Opted For Which Course 1.7 Table Showing Frequencies Of Most Preferred Online Learning Provider 1.8 Table Showing Frequencies Of No. Of Online Courses You Have Done 1.9 Table Showing Frequencies Of Estimated No. Of Hours Spend Per Week  1.10 Table Showing Frequencies Of Course Fee Structure 1.11 Table Showing Frequencies Of Mode Of Payment 1.12 Table Showing Test Statistics 1.13 Table Showing Descriptive Statistics 1.14 Table Showing Acceptance/Rejection Acceptance/Rejection Of Hypothesis 1.15 Table Showing Correlations 1.16 Frequency Table Of Gender 1.17 Frequency Table Of Age Group 1.18 Frequency Table Of Occupation 1.19 Frequency Table Of Why Have You Opted For This Course 1.20 Frequency Table Of Duration Of The Course 1.21 Frequency Table Of Opted For Which Course 1.22 Frequency Table Of Most Preferred Online Learning Provider 1.23 Frequency Table Of No. Of Online Courses You Have Done 1.24 Frequency Table Of Estimated No. Of Hours Spend Per Week  1.25 Frequency Table Of Course Fee Structure 1.26 Frequency Table Of Mode Of Payment 1.27 Table Showing Kmo And Bartlett’s Test 1.28 Table Showing Communalities 1.29 Table Showing Total variance Explained 1.30 Table Showing Component Matrix(A) 1.31 Table Showing Rotated Component Matrix(A) 1.32 Table Showing Component Transformation Transformation Matrix

2. GRAPHS 2.1 Bar Graph Graph Showing Gender Frequencies Frequencies 2.2 Bar Graph Showing Age Group Frequencies 2.3 Bar Graph Showing Occupation Frequencies 2.4 Bar Graph Showing (why have you opted for this course) Frequencies 2.5 Bar Graph Showing duration of the course Frequencies 2.6 Bar Graph Showing opted for which course Frequencies 2.7 Bar Graph Showing most preferred online learning provider Frequency F requency 2.8 Bar Graph Showing no. of online courses you have done Frequencies 2.9 Graph showing scree plot

ANNEXURES:

48

 

Questionnaire on Students Perception Towards Online Learning:

Dear Respondant ,  You are kindly requested requested to fill the questionnaire regarding your  your  perception towards online studies. 1) Gender : MALE ( )

FEMALE ( )

2) To which age group you belong  A) 20 – 30

B) 30-40 C) 40 – 50 D) more than 50 ()

3) What is your occupation:  A)Student B) Business C) Housewife D) Office Work 4) Why have you opted for this course? A) Effective Effective B) Time flexibility C) Lo Lower wer fee D) Others (please s specify) pecify)

5) What is the duration of the course you prefer   A) Long term B) Short term

6) Which course have you opted for  f or  A) Post graduate B) Graduate C) Schooling D) Technical E) Part time

7) Which is the most preferred online learning providers  A) IGNOU B) AIMA C) Symbiosis D) Anna mallaiE) Othe Others rs

8) Number of Online courses you have done  A) One B) Two C) Three D) Four E) More

9) Estimated Number of hrs. spend per week online   A) A) <1 B) 1-3 C) 4-6 D) 7-10 E) >10

49

 

10) What do you feel about the course fee structure?  A) Good B) Very good C) O.K. D) Poor E) Very poor 

11) Which mode of payment do you prefer the most?  A) D.D. B) Cheque C) online payment D) Cash

12) Enrolling for online courses is beneficial?  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

13) The content provided by these online onli ne courses is better than other  courses  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

14)These courses have been an added advantage to your ongoing learning  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

15) Using the online units is an effective way to learn l earn about the assigned topics.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

16) Problems are faced in recovering your saved /completed work.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

17) Problems are faced in registering or navigating at website.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

18) There is a need of regular classes along with online classes.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

19)The online course is easily accessible.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

50

 

20)Preferred online course is of intense value in the market.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

21) Online courses are good in regard to full time courses.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree 22) The interest level generated in this course are of intense level.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

23) The internet access and speed is i s a hindrance in the online learning process.  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

24) I am comfortable in communicating electronically  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

25) Learning is the same in class and at home at internet  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

26) Online learning is better than distance education  A) Strongly agree B) Agree C) neither agree nor Disagree D) Disagree E) Strongly disagree

DATE: Thanks for your time and co-operation

51

 

CHAPTER 8

52

 

REFER REF ERENC ENCES ES ; •

Chakr Cha krava avarti rti,, Laha, Laha, and Roy, Roy, (1967) (1967)..  Handbook of Methods of Applied  Statistics, Volume I , John Wiley and Sons, pp. 392-394.

•

Pete Pe terr Lin Lindsa say y & Dona nald ld A. No Norm rman an:: Hum Human an Inform Information ation Processing: An Introduction to Psychology , 1977.

•

www.Gurukulonline.co.in

•

Sharma, j.k. business statistics (second edition), Pg.450,720.

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54