Evolution of Online Education: Transformation of Education in India

Abstract

One cannot think of life without the internet, it is part and parcel of life. It has touched people from all walks of life and envisaged the education sector as well. It has become officious to avail education using the internet. With the advancement in the field of technology and the easy availability of the internet, online education is availed. The study aims to understand the evolution of online education. The paper has underscored the advancement of online education in India. It also encapsulates research findings regarding the comparison between online and offline learning. This paper presents a brief overview of the advantages and disadvantages of online education, aims to give some solutions by considering the advantages and the constraints of the situation in India. This paper aims to highlight the future of online education in India. To achieve the purpose, the secondary method of data collection is adopted. The secondary data was collected through books, published material, journals, periodicals, and research reports related to online education. News articles about online education were also consulted. There are constraints to provide and avail online education but, it can be anticipated India is close to flourishing in digital education. It can be concluded the field of online education is still in progress.

Full text

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 74
Evolution of Online Education: Transformation of Education in India
Hamia Khan1 and Juman Iqbal2
1Research Scholar, Department of Management Studies,
University of Kashmir, Hazratbal Srinagar, India
ORCID ID: https://orcid.org/0000-0002-4102-0759
2Research Scholar, Department of Management Studies,
University of Kashmir, Hazratbal Srinagar, India
ORCID ID: https://orcid.org/0000-0002-3733-1941
ABSTRACT
One cannot think of life without the internet, it is part and parcel of life. It has touched people
from all walks of life and envisaged the education sector as well. It has become officious to
avail education using the internet. With the advancement in the field of technology and the
easy availability of the internet, online education is availed. The study aims to understand the
evolution of online education. The paper has underscored the advancement of online
education in India. It also encapsulates research findings regarding the comparison between
online and offline learning. This paper presents a brief overview of the advantages and
disadvantages of online education, aims to give some solutions by considering the
advantages and the constraints of the situation in India. This paper aims to highlight the
future of online education in India. To achieve the purpose, the secondary method of data
collection is adopted. The secondary data was collected through books, published material,
journals, periodicals, and research reports related to online education. News articles about
online education were also consulted. There are constraints to provide and avail online
education but, it can be anticipated India is close to flourishing in digital education. It can be
concluded the field of online education is still in progress.
Keywords: E-learning, MOOC courses, Technology, New Education Policy, Offline learning.
INTRODUCTION
The Internet has become an indispensable
part of our life. It has become officious to avail
education using the internet. Efforts are made by
institutions and government bodies to recuperate
the quality of education and make better rapport
between teachers and their learners. With the
advancement in the field of technology and the
easy availability of the internet, online education
is availed. Online education is when the maximum
content of the distance education course is
delivered online using the internet and computers
(Allen & Seaman, 4; Shelton & Saltsman). Online
education is also known as “e-learning”,
“computer-based learning”, “Tele-education,”
“online learning,” “blended learning,” “web-based
learning,” “distributed learning,” “virtual
learning,” “Internet-based learning, etc (Sun &
Chen, 160). It has evolved; during the 1980s,
companies used computers to educate new
employees and made use of a computer-based
program to train them (Rudestam & Schoenholtz-
Read). In 1989, the University of Phoenix started
using online services known as CompuServe, and
this is how online educational programs have
come into view and it is the first university that
Praxis International Journal of Social Science and Literature
Impact Factor: SJIF 2020 = 5.754 ISSN: 2581-6675
Vol - 4, Issue - 01, January - 2021
Website: www.pijssl.com, Email: editor.pijssl@gmail.com

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 75
came up with an online program (The University
of Phoenix). It has encouraged other universities
and institutions to adopt an online educational
program. And thus in the early to mid-1990s,
Universities and colleges have started to conduct
online courses. In anticipation of the swift
progress of online education, the non-profit
institution has started it in 1998 (Arenson, 16).
With time, it has proliferated across the borders
and has been espoused in various countries
aspiring to have growth in education and ease the
learning process for learners.
In India, online education is a new normal
and has become a requirement at present moment.
India has throughout been using traditional
learning and has upheld it. The rise of online
education which has raised education standards
compelled India to transfigure the education
system. In India, Online education is sprouting
making a sturdy position (Gaikwad & Randhir,
41). India has witnessed a significant increase
in the population of internet users. As per the
reports of (Statista, 1), currently, India had nearly
700 million internet users across the country and it
will grow to over 974 million users by 2025. It has
been a driving force for online education. As per
the KPMG reports, in 2016 the online education
market is 247 million USD. It is expanding at an
exponential rate, and the reason for its growth is
MOOCs (Massive Open online courses).
According to Kaplan and Haenlein (Kaplan &
Haenlein, 443), MOOCs are online courses that
offer open access and unlimited participation that
are premeditated through the web. MOOCs have
gained a lot of popularity since the time of their
development in 2008. Over 800 universities
around the world have launched at least one
MOOC to date. Both non-profit and commercial
institutions along with MOOC providers offer
open online courses (Sharangpani, 1).
Due to the potential to improve education
quality and reach, Online education is supported
and aided by the government through the Digital
India initiative because of it, SWAYAM (Study
Webs of Active –Learning for Young Aspiring
Minds) program has been launched by the
government in a sorority with Ministry of HRD to
accomplish the three fundamental objectives of
Education Policy i.e., equity, quality, and access.
Courses offered by SWAYAM are to provide
quality teaching-learning resources to all and
courses offered are free to all. SWAYAM offers
nearly 2000 online courses approximately 150
million students across the globe are enrolled in
different courses (Vikaspedia, 1). New Education
Policy (NEP) 2020 has been released by the
Ministry of Education where the emphasis is paid
on the Online Education System (Damija, 1).
India is progressing and is planning initiatives and
programs for digital education.
ONLINE EDUCATION
Online learning v/s offline learning: The
Debate continues
A topic that is being widely discussed is
which learning platform is better. Online
education offers an array of benefits if we
compare it to traditional education. Online
learning can remove the problem of accessibility
and high prices of courses. Online education to a
great extent cuts out the time which one otherwise
spends commuting, thus making learning feasible
and also allows an individual to take various
supplementary and skill developing courses.
Though traditional offline education has been a
time and tested method since time immemorial. It
is being debated that it leads to overall
development, allows students to socialize and
come across people from varied backgrounds, and
broadens the outlook. But again the advantages
that are offered by the online mode of education
cannot be ignored. It has made education widely
accessible. An individual sitting in the comfort of
his home in India can avail of courses from
universities in the United States.
Advantage and Disadvantage of Online
Education
Offline or face to face learning has been
criticized on the grounds of being passive
learning, and not understanding learner, and not
paying attention to higher-order thinking and

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 76
critical thinking (Banathy; Hannum & Briggs,
1982). Online education has devoured the needs
of learners. Advancement in Internet-based
technology has resulted in opportunities and so
has transported challenges with itself in the field
of education and training via online Instruction.
Online Instruction is using the Internet to deliver
education. A breakthrough has been witnessed in
teaching and learning as online instruction has
smoothened the progress of the exchange of
expertise and information, and providing
opportunities to learn from far off locations (Hill;
Webster & Hackley, 1283).
How online education has benefitted?
Online education has proved to be
beneficial for higher educational institutions. The
adoption of online learning technologies has been
constructive and advantageous. Several authors in
their studies have mentioned the advantages of E-
Learning (Marc, 50; Klein and Ware, 36; Nichols,
4; Hameed et al., 3; Algahtani, 57).
Some advantages of e-learning have been
highlighted by Finch and Jacobs (Finch & Jacobs,
546) which include reduction of cost and
commute, greater prospectus to access and tie-up
with professionals with expertise across the
globe, and students get the flexibility in attending
class. The ability of online education to focus on
the learner’s needs and not the instructor's needs is
also an advantage of e-learning which has also
been highlighted by Marc (Marc, 50) in his book
“review on e-learning strategies for delivering
knowledge in a digital age”.
After a thorough literature review, the
following advantages have been mostly noted in
the studies:
1. The flexibility that online education offers is
worth mentioning. Students can learn as per
his/her convenience.
2. E-learning augments the effectiveness of
knowledge by way of easing access to substantial
information.
3. E-learning, by way of communication online,
allows learners to develop confidence and
overcome the phobia of public speaking. Wagner,
Hassanein and Head (Wagner, Hassanein, &
Head, 29) believe that e-learning allows students
and faculty to interact more.
4. E-learning economically viable as students do
not need to spend hours commuting. It reduces
barriers in learning as students can as per his
convenience learn.
5. The ability to take into consideration the
differences in learners is an advantage offered by
e-learning. Students can visit and revisit the online
content and lectures.
6. In case of non-availability of academic staff,
counting facilitators, instructors, or teachers in
addition to lab technicians, etc., e-learning offsets
shortage of them.
7. Self- pacing is something only allowed by e-
learning. It refers to learning or understanding the
contents at our own pace. It is said to lead to an
enhanced level of satisfaction, motivation and
subsequently diminishes stress (Urdan & Weggen,
12; Codone, 208; Marc, 182; Klein & Ware, 34;
Amer, 18; Algahtani, 16).
An attempt was made by Holmes and
Gardner (Holmes and Gardner, 98) to sum up the
advantages of e-learning by not only allowing the
students to learn but also leads to collaborative
learning, reducing the barriers of time and place.
Raba (Raba, 90) noted that e-learning saves a
considerable amount of time in a quest to achieve
its objectives.
Khan (Khan, 99) noted that e-learning
doesn’t undermine educational ethics. Reasons for
this are because e-learning ensures tolerance and
education can be imparted across varied regions
and ages. E-learning helps in communicating with
others, thus removing any barrier of time and
space (Zeitoun, 87). The advantages which might
result due to online learning can only be harnessed
and achieve if only e-learning is applied
(Algahtani, 62).

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 77
It was noted by some researchers (Zhang
et al., 15; Judahil, Samah & Sarah, 184) that the
positives of e-learning can only be understood
from the student’s perspective. E-learning offers
an opportunity for the teachers to devise several
means and means for interaction with students and
also provide them with the necessary spontaneous
feedback. However, Judahil et al. emphasized the
need of acquiring technology-related skills.
Some researches (Singh, 54; Hemsley,
2002; Sadler-Smith, 68) have highlighted various
benefits related to e-learning. (Hemsley, 26),
noted that students pursuing other degree courses
can add to their degree by taking various online
courses without changing their residence. It was
observed by Sadler-Smith (Sadler-Smith 66) and
Brown, Cromby and Standen (Brown, Cromby, &
Standen, 98) that incorporating and leveraging
online education provides an opportunity to
especially able to continue their education.
What restricts the success of online education?
There is no doubt that online education is
beneficial to learners as well as teachers but it has
disadvantages as well. Few authors in their
studies have enlisted disadvantages of e-learning
(Collins et al., 90; Klein and Ware, 34; Dowling et
al., 373; Akkoyuklu and Soylu, 182; & Hameed et
al., 166).
As online education is availed using the
internet and computer, personal interaction among
learners and teachers is missing. Young and
Burdman (Young, 67 & Burdman, 99), in their
studies have emphasized the absence of a personal
interface between learner and instructor and even
among colleagues and in between earners. Online
education came into purview to improve the
quality of education but Dowling et al. (Dowling
et al., 373) bickered about it and opined that
online availability of study material only advances
a form of collective assessment.
1. Online education is beneficial only when students
and learners have Internet access and a suitable
computer in hand. The triumph of online
education is dependent on the Readiness of
students in terms of the availability of technology
on their side (Sulcic & Lesjak, 199).
2. Perception of students towards online courses as
time-consuming (Taylor, 73) acts as obstruction.
High attrition rates have been observed in online
education. Factors that contribute to dropout rates
from online courses were reviewed by Tyler-
Smith (Tyler-Smith, 85) in a study wherein he
elucidated the attrition rate.
3. Student retention and the rate of completion of the
degree widely investigated and have attracted
arguments for the past seven decades. The
introduction of e-learning and its progress from
the edge of mainstream education has been widely
discussed (Berge & Huang, 90).
4. To avail the benefits of online education, a student
needs to be dedicated and directed. It is only
students who have to ensure vigorous
participation and make certain they reach the
finish point of the course. Technical setbacks and
complexities further load them (Appana, 5).
5. Further, technical problems like network issues
which result in audio problem and decrease in the
quality of the video (Taylor). Infrastructure
facilities available at the end of learners in terms
of local hardware and speed of the connection also
come into play.
6. To create a successful online learning experience,
Instructors need not be experts but need to have
experience and workable knowledge of
technology (Knight & Bermant, 85). Lack of
experience and knowledge of technology act as a
barrier to online education. Thurmond
(Thurmond, 87) in his study has stated that
student’s interests are dependent on teachers'
quality of teaching and how they provide
instruction.
Where is India lacking?
One of the major challenges that exist in
India concerning online education is the digital
divide. It can be referred to as the difference
which is there among people who have access to
technology, smartphones, and among those who
do not have such access (Athavale & Bhide, 3).
Rural population (% of the total population) in
India was reported at 65.53 % in 2019, according
to the World Bank collection of development
indicators, where people lack internet access. The

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 78
digital divide is very much evident across gender
and places of residence. The existing digital
divide will push the digital have not’s to the
periphery of the education system and thus
increasing the irregularities in education. The
cases of suicides by students unable to attend
online classes due to not accessibility of
smartphones and internet connection filled up the
columns of newspapers Also online education
requires a peaceful environment and a separate
room to listen t online lectures and a separate
room in India is pretty much a luxury which
everyone can’t afford.
Yet another issue in India is the issue of
poor speed and connectivity. Online classes
require a constant internet connection. Constant
buffering due to the slow internet connection
causes attention lapses.
India also lacks in infrastructural
development. Teachers especially school teachers
lack the technical know-how of conducting online
classes. Yet another problem that one encounters
during online classes are the distractions.
Future of online education India
The program of digital Indian is
envisioned at transforming India into a social
knowledge economy that is digitally empowered
and the education sector in India is poised to
witness major growth in the coming years.
Technology-led reach and easy access will bring
about a socio-economic difference in the lives of
Indian learners. The New education policy 2020
was introduced keeping in view the changing
dynamics of education as the current education
system was redundant and highly outdated and
focused much on rote learning and cramming. The
NEP 2020 is believed to bring in some dynamic
changes in the existing approach and has
introduced a flexible curriculum and
interdisciplinary combination of subjects so that
India achieves the global standard of education.
Concerning the digitalization of education, NEP
focused its attention on leveraging technology-
based options like apps, online modules, e-books,
libraries equipped with ICT resources for adult
learners. Also, the e-content will be available in
the 8regional language along with English and
Hindi. The development of e-content will allow
easy access. The New Education Policy (NEP)
2020 is envisaged to derive the maximum benefits
related to online and digital education in India and
also attenuating the drawbacks (Dhamija, 4).The
emergence of NEP, 2020 calls for augmentation
of the digital infrastructure in the country, training
of teachers and faculty on the usage of these
online forums and platforms. Platforms on similar
lines like that of SWAYAM need to be developed
which will help students acquire knowledge at
their own pace. In the wake of the COVID-19
pandemic, various universities across India are
developing online Master’s and bachelor’s
degrees. Various government-affiliated bodies like
NTA for conducting will focus their attention on
the development of a new framework for
assessment.
CONCLUSION
Online learning is slowly becoming a reality. It
comes with a wide array of benefits be it its wider
coverage, self-paced learning or it enhances how
students learn. It has come up as a sensible
method of making education for all and helps to
develop confidence due to the virtual interactions
as it is the need of the hour to adapt to interactive
and collaborated methods. Albeit, it comes with
its defects as it is said nothing is black or white,
it’s gray. The problem with online education
especially in India is that not all people have
access to a decent internet connection. This
creates a major gap as families with a better
economic situation can continue with the virtual
learning process but on the other hand, some
families are struggling to survive. The change in
the education policy introduced in 2020 also
leveraged on digital platforms. Though the path of
digital education doesn’t seem to be a smooth one
considering the economic conditions of
households who cannot afford a smartphone, it is
being hoped that shortly India burgeons in digital
education.

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 79
REFERENCES
1. Akkoyuklu, B. &Soylu, M. Y. (2006). A study on
student’s views on blended learning environment.
Turkish Online Journal of Distance Education,
7(3), ISSN 1302-6488
2. Algahtani, A.F. (2011). Evaluating the
Effectiveness of the E-learning Experience in Some
Universities in Saudi Arabia from Male Students'
Perceptions (Durham theses), Durham University.
3. Allen, I. E., & Seaman, J. (2008). Staying the
course: Online education in the United States. The
Online Learning Consortium. Retrieved from
http://www.sloanc.org/ publications/
survey/pdf/staying_the_course.pdf
4. Amer, T. (2007). E-learning and Education, Cairo:
Dar Alshehab publication
5. Appana, S. (2008) A Review of Benefits and
Limitations of Online Learning in the Context of
the Student, the Instructor, and the Tenured Faculty.
International Jl. on E-Learning, 7(1), 5-22.
6. Arenson, K. (1998). More colleges plunging into
uncharted waters of on-line courses. The New York
Times. Sec.A, 16(1).
7. Athavale, S. & Bhide, S. (2014). Bridging the
Digital Divide in India: Issue and Challenges.
DOI:10.13140/2.1.1384.8968
8. Banathy, B. H. (1994). Designing educational
systems: Creating our future in a changing world.
Educational Technology, v32 n11 p41-46.
9. Berge, Z., & Huang, Y. (2004). A model for
sustainable student retention: A holistic perspective
on the student dropout problem with special
attention to e-learning. DEOSNEWS, 13(5).
10. Brown, D., Cromby, J., &Standen, P. (2001). The
effective use of virtual environments in the
education and rehabilitation of students with
intellectual disabilities. British Journal of
Educational Technology, 32(3), p. 289-299.
11. Burdman, P. (1998). Cyber U. Anaheim
(California) Orange County Register, September
13, sec. 1, p. 9.
12. Codone, S. (2001) An E-Learning Primer, Raytheon
Interactive. Pensacola, Florida, Nov. 2001.
[Online]. Available from: http://faculty.mercer.edu
13. Collins, J., Hammond, M. & Wellington, J. (1997).
Teaching and Learning with Multimedia, London:
Routledge.
14. Dhamija, Y. (2020). Online Education in India:
Check Benefits and Challenges of e-Learning in
India. Retrieved from
https://www.collegedekho.com/articles/benefits-
and-challenges-online-education-in-india/
15. Dowling, C., Godfrey, J. M. & Gyles N. (2003).
"Do Hybrid Flexible Delivery Teaching Methods
Improve Accounting Students’ Learning
Outcomes," Accounting Education:An International
Journal, 12 (4), 373-391.
16. Finch, D., & Jacobs, K. (2012). Online education:
Best practices to promote learning. Proceedings of
the Human Factors and Ergonomics 56th Annual
Meeting.
17. Gaikwad, A. &Randhir, V.S., (2016). E-Learning in
India: Wheel of Change. International Journal of e-
Education, e-Business, e-Management and e-
Learning.DOI: 10.17706/ijeeee.2016.6.1.40-45
18. Hameed, S. Badii, A. & Cullen, A. J. (2008).
Effective e-learning integration with traditional
learning in a blended learning environment.
European and Mediterranean conference on
information system, (25-26). Dubai.
19. Hannum, W., & Briggs, L. (1982). How does
instructional system design differ from traditional
instruction? Educational Technology, 22(1), 9-14.
20. Hemsley, C. (2002). Jones International
University's focus on quality eLearning opens doors
for students worldwide. Business Media, 39(9), pp.
26-29.
21. Hill, J.R. (1997). Distance learning environments
via World Wide Web. In B.H. Khan (Ed.),
Webbased instruction (pp. 75-80). Englewood
Cliffs, NJ: Educational Technology Publications
22. Holmes, B. & Gardner, J. (2006). E-Learning:
Concepts and Practice, London: SAGE
Publications.
23. JuhadiI, N., Samah, A & Sarah, H. (2007). Use of
Technology, Job Characteristics and work
outcomes: A case of Unitary Instructors.
International Review of business Research papers,
3 (2)184-203.
24. Kaplan, A. M. & Haenlein, M. (2016). "Higher
education and the digital revolution: About
MOOCs, SPOCs, social media, and the Cookie
Monster". Business Horizons. 59 (4): 441–50.
DOI:10.1016/j.bushor.2016.03.008
25. Khan, B. H. (2005). Managing E-learning: Design,
Delivery, Implementation and Evaluation. Hershey,
PA: Information Science Publishing.
26. Klein, D. & Ware, M. (2003). E-learning: new
opportunities in continuing professional
development. Learned publishing, 16 (1) 34-46.

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 80
27. Knight, J., & Bermant, B. (2002). Profession or
vocation? The changing roles of college faculty. In
C. Crawford, D.A.Willis, R. Carlsen, I. Gibson, K.
McFerrin, Jerry Price, et al. (Eds.), Proceedings of
Society for Information Technology and Teacher
Education International Conference 2002 (pp. 606-
607), Nashville, TN. Chesapeake, VA: Association
for the Advancement of Computing in Education.
28. Marc, J. R. (2002). Book review: e-learning
strategies for delivering knowledge in the digital
age. Internet and Higher Education, 5, 185-188.
29. Nichols, M. (2003). A Theory for E-Learning.
Educational Technology and Society, Vol. 6, No.2,
1-10.
30. Rabah, M. (2005). E-learning, Jordan: Dar
Almnahej Publisher.
31. Rudestam, K. E., & Schoenholtz-Read, J. (2002).
Overview: The coming of age of adult online
education. In K. Rudestam& J. Schoenholtz-Read
(Eds.), Handbook of online learning: Innovations in
higher education and corporate training (pp. 3–28).
London, UK: Sage Publications.
32. Sadler-Smith, E. (2000). "Modern" learning
methods: rhetoric and reality. Personnel Review,
29(4), 474-490.
33. Sharangpani, I. (2017). All about MOOCs (Massive
Open Online Courses) in India & Abroad.
Retrieved from
https://www.indiaeducation.net/online-
education/all-about-moocs-massive-open-online-
courses-india-abroad.html
34. Shelton, K., & Saltsman, G. (2005). An
administrator’s guide to online education.
Greenwich, CT: Information Age Publishing.
35. Singh, H. (2003). Building effective blended
learning programs. Educational Technology-Saddle
Brook Then Englewood Cliffs NJ-, 43(6), 51-54.
36. Statista. (2020). Number of internet users in India
from 2015 to 2020 with a forecast until 2025.
Retrieved from
https://www.statista.com/statistics/255146/number-
of-internet-users-in-india
37. Sulcic, V., &Lesjak, D. (2002, October). Students’
readiness for on-line distance education in Slovenia.
In G. Richards (Ed.), Proceedings of World
Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education
2002 (pp. 922-928), Montreal, QB, Canada.
Chesapeake, VA: Association for the Advancement
of Computing in Education.
38. Sun A. & Chen X.,( 2016). Online Education and
Its Effective Practice: A Research Review. Journal
of Information Technology Education: Research,
15, 157-190. Retrieved from
http://www.informingscience.org/Publications/3502
39. Taylor, R. (2002). Pros and cons of online learning
– A faculty perspective. Journal of European
Industrial Training, 26(1), 24-37.
40. The University of Phoenix (n. d.)The University of
Phoenix history. Retrieved from http:// www
w.distancelearninghq.com/learningresources-
universityofphoenix.html
41. Thurmond, V. (2003, March). Examination of
interaction variables as predictors of students'
satisfaction and willingness to enroll in future web-
based courses while controlling for student
characteristics. In C. Crawford, D.A.Willis, R.
Carlsen, I. Gibson, K.McFerrin, Jerry Price, et al.
(Eds.), Proceedings of Society for Information
Technology and Teacher Education International
Conference 2003 (pp. 528-531), Albuquerque, NM.
Chesapeake, VA: Association for the Advancement
of Computing in Education.
42. Tyler-Smith, K. (2006). Early attrition among first
time e learners: A review of factors that contribute
to drop-out, withdrawal and non-completion rates
of adult learners undertaking e learning
programmes. Journal of Online learning and
Teaching, 2(2), 73-85.
43. Urdan, T.A. & Weggen, C.C. (2000). Corporate E-
Learning: Exploring a New Frontier, San
Francisco, CA: WR Hambrecht and Co.
44. Vikaspedia. (2017). Swayam learning portal.
Retrieved from
https://vikaspedia.in/education/interactive-
resources/swayam-learning-portal
45. Wagner, N., Hassanein, K. & Head, M. (2008).
Who is responsible for E-learning in Higher
Education? A Stakeholders’ Analysis. Educational
Technology & Society, 11 (3), 26-36.
46. Webster, J., & Hackley, P. (1997).Teaching
effectiveness in technology-mediated distance
learning. The Academy of Management Journal,
40(6), 1282-1309.
47. Young, J. R. (1997). "Rethinking the Role of the
Professor in an Age of High-Tech Tools," The
Chronicle of Higher Education, 44 (6).
48. Zeitoun, H. (2008). E-learning: Concept, Issues,
Application, Evaluation, Riyadh: Dar Alsolateah
publication.

Praxis International Journal of Social Science and Literature [Vol-4, Issue- 01, January-2021] Page 81
49. Zhang, D. et al. (2006). Instructional video in e-
learning: Assessing the impact of interactive video on learning effectiveness. Information &
Management, 43 (1), 15-27.
GLOSSARY
COVID: Corona Virus Disease
ICT: Information and Communication Technology
MOOCs: Massive Open Online Courses
NEP: New Education Policy
NTA: National Testing Agency
SWAYAM: Study Webs of Active –Learning for Young Aspiring Minds
AUTHORS BIOGRAPHY
Hamia Khan received an MBA (Integrated) degree in Marketing and IT from the Department of
Management Studies, University of Kashmir, India in 2017 and is currently pursuing a Ph.D. from the said
institution. Her current research is concerned with the field of innovation and Firm performance and has an
interest in the field of Digital Marketing, Education Branding, Tourism sustainability, and Service
Marketing. The author is currently working on research papers about education and its allied field. The
author has a publication in the field of psychological stress in a reputed journal. The author can be reached at
E-mail:hamiakhan2015@gmail.com. Orcid id: https://orcid.org/0000-0002-4102-0759
Juman Iqbal has received her Master’s degree in Human resource from Jamia Millia Islamia University,
India in 2018 and is currently enrolled as a full-time research scholar in the Department of Management
Studies, University of Kashmir. Her research work is concerned with the field of work Family Conflict and
Organization Commitment and has an interest in E- HRM, Education, Psychology, and international HRM.
The author is currently working on Research papers on the subject of education and its related domain. The
author has a publication in the Student psychology background in a reputed journal and has attended an
international conference. The author can be reached at E-mail: jumaniqbalshah23@gmail.com. Orcid id:
https://orcid.org/0000-0002-3733-1941