A consumer preference and perception towards online education in Ahmedabad city

A
Comprehensive Project Report-II
On
“A customer preference and perception towards online education in
Ahmedabad city”
SUBMITTED TO:
S. V. INSTITUTE OF MANAGEMENT, KADI
KADI SARVA VISHWAVIDYALAYA UNIVERSITY, GANDHINAGAR
Under the guidance of
Prof. Bhavik Panchal
SUBMITTED BY:
NO. NAME EXAM NO. BATCH
1. Bhavik Parmar 321 2016-18
2. Devang Modh 316 2016-18
3. Harish Parmar 322 2016-18
4. Ghanshyam Sarasariya 2016-18
5. Sujeet Thakur 351 2016-18
Submitted in the partial fulfilment for the
requirement of the award of the degree of
MASTER OF BUSINESS ADMINISTRATION (MBA)
(2016-2018)

I
STUDENT’S DECLARATION
We, Bhavik, Devang, Harish, Ghanshyam and Sujeet, hereby declare that the Comprehensive
Project Report – II entitled “A customer preference and perception towards online education in
Ahmedabad city” is a result of our own work and our indebtedness to other work publications,
references, if any, have been duly acknowledged.
Date: - ________________
Place: - ________________
Students Name Signature
Bhavik Parmar _______________________
Devang Modh _______________________
Harish Parmar _______________________
Ghanshyam Sarasariya _______________________
Sujeet Thakur _______________________

II
INSTITUTE’S CERTIFICATE
Certified that this Comprehensive Project titled “A customer preference and perception towards
online education in Ahmedabad city” is the bono-fide work of Bhavik, Devang, Harish,
Ghanshyam and Sujeet (321, 316, 322, ____ and 351), who carried out the research under my
supervision. I also certify further, that to the best of my knowledge the work reported herein does not
form part of any other project report or dissertation on the basis of which a degree or award was
conferred on an earlier occasion on this or any other candidate.
Dr. Bhavin Pandya, Prof. Bhavik Panchal
Professor & Head of department Project Guide, Assistant Professor
S.V. Institute of Management – Kadi S.V. Institute of Management – Kadi

III
PREFACE
Industrial activity plays an important role in economic development of our country. The knowledge
of present market scenario is very much essential and keeping that in view, our college gave us a very
good opportunity of industrial interaction in terms of Comprehensive Project-II.
As a part of Our Academic requirement of MBA program, we have selected EDUCATION
INDUSTRY as the industry to be analyzed under the subject named CP-2. The reason to choose
Education Industry is very obvious. One, that online presence of people increasing and also people
want convenience for everything. The second reason is the people awareness on online education is
increased from last few years so, this what inspires us to prepare project on online education.
Secondly, it has major effects on offline/regular education system. So, to analyzing that effect we are
preparing this report. Through education Industry Analysis, we can have good exercise of learning
and also help us to understand current trend of industry with its all-possible dimensions.
We have referred many magazines, websites, and newspapers to study this industry and the kind of
changes it is going through. This project not only going to help in our present scenario but we are very
much sure it is going to help us in our future also.

IV
ACKNOWLEDGEMENT
It is matter of great privilege for us to be part of S.V. Institute of Management, Kadi and do project
which enhanced our practical knowledge. We do acknowledge that this project report is outcome of
constructive support and corporation of many individual.
The feeling of accomplishment and exhilaration that escorts the successful completion of task would
be incomplete without the gratitude of the people who made it possible.
We are thankful to our Head of the Department Dr. Bhavin Pandya (S.V. Institute of Management)
for giving this opportunity.
We are gratified to Prof. Bhavik Panchal, Assistant Professor of S.V. Institute of Management, Kadi
who created this opportunity to work on the project by giving us very good direction and suggestions
and all other Faculty members for guiding and providing us support in the preparation of this project
report.
We are sincerely thankful to our friends and our family members for giving us valuable suggestions
and advices throughout the execution of the project.

V
EXECUTIVE SUMMARY
The purpose of this comprehensive project is to enable us to study an industry in its totality and
appreciate the use of an integrated approach in understanding the environmental issues and problems.
From the last few years the technological advancement and increased users of internet made
everything’s easier for everyone. If you want to purchase anything you will easily access online
shopping sites and order product to get at your hand.
We all knew without education we are nothing so to get education we have many options but mostly
we follow traditional way of education from attending a regular class. Whereas new way of getting
education is online education/virtual education/E-learning. The like shopping sites, internet also made
easier to get education via online. This is really made easy for those who want to work as well as study
further.
In this project report we compared both online education and traditional way of education. So, we can
get idea which is more preferred by the society. To know their perception and preference we
constructed online questionnaire via google form to get faster fill up at their own convenience.
We prepared literature review, so we can get idea what past research has been carried out for online
education and what needs to improve on it. We also listed out top 10 international education
organization sites as well as top 10 Indian online education sites.
In our research we did global analysis of online education providers as well as Indian scenario for
education industry and how its growing day by day.
We also did inferential statistics, chi-square and T-test to know deep analysis of our research. At the
end we also give mention some finding and suggestions we got from respondent while filling up
questionnaire.

TABLE OF CONTENT
SR NO. PARTICULAR PAGE NO.
Student Declaration I
Institute’s Certificate II
Preface III
Acknowledgement IV
Executive summery V
Chapter 1 : Introduction About Education Industry
1.1 Introduction About Education Industry 1
1.2 History of Education 1
1.3 Introduction About Online Education 3
1.4 Online Education Types 3
1.5 Benefits of Online Education 4
1.6 Overview of World Market 5
1.7 Overview of Indian Market 8
1.8 Overview of Gujarat Market 11
Chapter 2 : Major Education Industry
2.1 World Major Players in Online Education 13
2.2 India’s Major Players in Online Education 15
Chapter 3 : Research Methodology
3.1 Introduction About Title 18
3.2 Objectives of Research 18
3.3 Research Methodology 19

3.4 Limitations of Research 20
Chapter 4 : Literature Review
4.1 Literature Review 21
4.2 Literature Gap 26
Chapter 5 : Data Analysis and Interpretation 27
Chapter 6 : Inferential Statistics 38
Chapter 7 : Findings and Suggestions 45
Chapter 8 : Conclusion 46
Bibliography 47
Annexure

CHAPTER #
1
INTRODUCTION ABOUT
EDUCATION INDUSTRY
CHAPER CONTENT
1.1 Introduction About Education Industry
1.2 History of Education
1.3 Introduction About Online Education
1.4 Online Education Types
1.5 Benefits of Online Education
1.6 Overview of World Market
1.7 Overview of Indian Market
1.8 Overview of Gujarat Market

S.V. INSTITUTE OF MANAGEMENT, KADI (BATCH 2016-18) 1
Education is the process of facilitating learning, or the acquisition of knowledge, skill, values, beliefs
and habits. Educational methods include storytelling, discussion, teaching, training, and directed
research. Education frequently takes place under the guidance of educators but learners may also
educate themselves. Education can take place in formal or informal settings and any experience that
has a formative effective on the way one thinks, feels or acts may be considered educational. The
methodology of teaching is called pedagogy.
Education is commonly divided formally into such stages as preschool or kindergarten, primary
school, secondary school and then college, university, or apprenticeship.
A right to education has been recognized by some governments and the United Nations. In most
regions, education is compulsory up to a certain age.1
Education began in prehistory, as adults trained the young in the knowledge and skills deemed
necessary in their society. In pre-literate societies, this was achieved orally and through imitation.
Story-telling passed knowledge, values, and skills from one generation to the next. As cultures began
to extend their knowledge beyond skills that could be readily learned through imitation, formal
education developed. Schools existed in Egypt at the time of the Middle Kingdom.
Plato founded the Academy in Athens, the first institution of higher learning in Europe. The city of
Alexandria in Egypt, established in 330 BCE, became the successor to Athens as the intellectual cradle
of Ancient Greece. There, the great Library of Alexandria was built in the 3rd century BCE. European
civilizations suffered a collapse of literacy and organization following the fall of Rome in CE 476.
In China, Confucius (551–479 BCE), of the State of Lu, was the country's most influential ancient
philosopher, whose educational outlook continues to influence the societies of China and neighbours
like Korea, Japan, and Vietnam. Confucius gathered disciples and searched in vain for a ruler who
1
https://en.wikipedia.org/wiki/Education
1.1 INTRODUCTION ABOUT EDUCATION INDUSTRY
1.2 HISTORY OF EDUCATION

would adopt his ideals for good governance, but his Analects were written down by followers and
have continued to influence education in East Asia into the modern era.[citation needed]
After the Fall of Rome, the Catholic Church became the sole preserver of literate scholarship in
Western Europe. The church established cathedral schools in the Early Middle Ages as centres of
advanced education. Some of these establishments ultimately evolved into medieval universities and
forebears of many of Europe's modern universities. During the High Middle Ages, Chartres
Cathedral operated the famous and influential Chartres Cathedral School. The medieval universities
of Western Christendom were well-integrated across all of Western Europe, encouraged freedom of
inquiry, and produced a great variety of fine scholars and natural philosophers, including Thomas
Aquinas of the Naples, Robert of the University of Oxford, an early expositor of a systematic method
of scientific experimentation, and Saint Albert the Great, a pioneer of biological field
research. Founded in 1088, the University of Bologne is considered the first, and the oldest continually
operating university.
Elsewhere during the Middle Ages, Islamic science and mathematics flourished under the
Islamic caliphate which was established across the Middle East, extending from the Iberian
Peninsula in the west to the Indus in the east and to the Almoravid Dynasty and Mali Empire in the
south.
The Renaissance in Europe ushered in a new age of scientific and intellectual inquiry and appreciation
of ancient Greek and Roman civilizations. Around 1450, Johannes Gutenberg developed a printing
press, which allowed works of literature to spread more quickly. The European Age of Empires saw
European ideas of education in philosophy, religion, arts and sciences spread out across the globe.
Missionaries and scholars also brought back new ideas from other civilizations – as with theJesuit
China missions who played a significant role in the transmission of knowledge, science, and culture
between China and Europe, translating works from Europe like Euclid's Elements for Chinese scholars
and the thoughts of Confucius for European audiences. The Enlightenment saw the emergence of a
more secular educational outlook in Europe.
In most countries today, full-time education, whether at school or otherwise, is compulsory for all
children up to a certain age. Due to this the proliferation of compulsory education, combined with

population growth, UNESCO has calculated that in the next 30 years more people will receive formal
education than in all of human history thus far. 2
What is online education?
Online education is a type of educational instruction that is delivered via the internet to students using
their home computers. During the last decade, online degrees and courses have become popular
alternative for a wide range of non-traditional students, include those who want to continue working
full-time or raising families. Most of the time, online degree programs and courses are offered via the
host school's online learning platform, although some are delivered using alternative technologies.
Although there are subtle dissimilarities, the main difference between online and traditional learning
is the fact that online education liberates the student from the usual trappings of on-campus degree
programs — including driving to school, planning their schedule around classes, and being physically
present for each sequence of their coursework.
If this sounds drastic, it really isn't. The truth is, the education methods and materials provided in
online degree programs are often the same as those provided for on-campus programs. According to
Robert Monroe, Director of the Online Hybrid MBA at Carnegie Mellon University's Tepper School
of Business, the best online education programs actually mirror their on-campus equivalent.3
Although online education is often similar to on-campus instruction, it can be delivered in a number
of ways. Distance learning is usually offered using one of these methods, or a combination of them:
 100% Online Education - Fully-online degrees are earned from the comfort of your own
home with no required visits to your college or university campus.
2
3
http://www.online-education.net/articles/general/what-is-online-education.html
1.3 INTRODUCTION ABOUT ONLINE EDUCATION
1.4 ONLINE EDUCATION TYPES

 Hybrid Education - Hybrid education allows students to pursue a combination of online and
on-campus courses.
 Online Courses - While online courses may be part of a degree program, they can also be
taken on their own in order to master a certain subject or learn a specific skill.
 MOOCs - MOOCs, or massive open online courses, are usually delivered in lecture form to
online "classrooms" with as many as 10,000 people.
No matter which type — or types — of online education one chooses to pursue, the options are
typically plentiful. Where online education put down roots in just a handful of college majors, it has
since expanded to nearly every field and discipline in academia, with very few exceptions. With that
being said, certain fields lend themselves to online learning for various reasons. Across the nation, the
most popular degree programs offered online include:
 Nursing
 Business Administration
 Criminal Justice
 Accounting
 Computer and Information Technology
 Early Childhood Education4
The benefits that come with online learning depend a lot on the individual. While some students simply
enjoy the convenience of studying in their pajamas, others must choose online education in order to
stay home with their children. Still, the biggest perk that comes with online degree programs has to
do with location. Simply put, when you pursue online education, you don't have to uproot your life to
do it; you can just stay home.
 "The primary benefit of an online program is flexibility," notes Monroe. "In a well-designed
online program, students are not limited to programs physically located near their home."
 Staying home to pursue a degree can not only make earning a degree possible, but also less
time-consuming. For example, students who pursue online degrees may not have to:
4
1.5 BENEFITS OF ONLINE EDUCATION

 Quit their jobs to attend school
 Commute to and from their college campus
 Plan their day around their course schedule
 Spend money on parking or babysitting
 At the same time, it allows them to study and take tests at a time and place that works best for
them, learn at their own pace, and transition through their courses faster.
 Of course, nothing is perfect, and while there are many benefits, online education does have
one drawback — the lack of a personal connection.
 "The primary benefit of a campus-based program, compared to an online program, is the
opportunity it provides for personal interactions with your professors and your fellow
students," says Monroe. "For many, learning is fundamentally a social activity and these
person-to-person interactions are a very important component of their education."
 To lessen the impact, many online schools have begun offering a wide range of services that
connect students with their peers and instructors. Commonly, those features include online
message boards and chat rooms, video conferences, and web-based forums.5
The state of the eLearning market globally continues to shift, grow, and evolve. This is illustrated by
increasing budget allocations for eLearning
programs, the growing prevalence of
eLearning in various geographic markets
around the world, new trends in emerging
technologies and tools that support
eLearning, and the swelling role of social
learning as a top learning and development
(L&D) priority.
The size of the eLearning market was
estimated to be over USD 165 Billion in
2015 and is likely to grow by 5% between 2017 and 2024, exceeding USD 240 Billion. Factors such
5
1.6 OVERVIEW OF WORLD MARKET

as the possibility of allocating a lower budget for eLearning purposes (compared to traditional
education methods,) together with increasing flexibility in learning are expected to drive industry
growth.
The U.S. eLearning market is likely to be valued at over USD 27 billion by the end of 2016, primarily
as a result of the fact eLearning and related products and services have significantly expanded across
the region in recent years. Users have developed an appreciation for the ease of access and improved
effectiveness new animated, engaging, interactive learning tools provide. Also, as the use of online
and mobile devices becomes increasingly prevalent, the eLearning market is expected to grow over
the next years. The adoption of eLearning tools by more and more both academic and non-academic
sectors (especially corporate,) together with all the above mentioned factors, is expected to positively
impact market size, fuel the demand for eLearning services, and drive industry growth over the coming
years.
User experience across eLearning tools continues to undergo constant improvement, as the service
suppliers provide these educational tools through newest available technologies and users are able to
benefit from a visually engaging interface and a media-driven learning experience. Further, these
services are expected to boost employee productivity, a large part of the reason many firms opt for
eLearning solutions over traditional learning methods. Clearly, this factor is also anticipated to
positively impact the eLearning market demand over the next five years. The eLearning sector will
most likely benefit from the rising interest in distance learning, as well as the expanded use of these
services on smartphones, tablets, other
mobile devices, and wearable technology.
These factors open several possible
growing paths for industries engaged in
eLearning products and services.
At the same time, technology
obsolescence and management turnover
could become the Achilles heel of a very
dynamic and constantly evolving market
segment. Vendor-developer partnerships
and the need for the need for highly

developed IT infrastructure could pose a number of industry challenges over the 2017 to 2024-time
range.6
Technavio market research analysts have estimated the higher education segment to be the largest
market segment during the predicted period. The availability of a wide range of low-cost PG courses
online will result in this segment’s impressive market share of more than 65% by 2020.7
According to Ambient Insight Research, the worldwide five-year compound annual growth rate
(CAGR) for self-paced eLearning is distinctly negative at -6.4%. This means global revenues for this
market segment are actually dropping steadily due to the switch towards more effective knowledge
transfer methodologies, Ambient Insight asserts. Of the 122 countries tracked by Ambient Insight,
only 15 show a positive (more than 15%) growth rate for self-paced eLearning.
E-Learning enables students separated over a large geographical area and that have limited learning
opportunities to have access to tutoring and education on a wide range of subjects including healthcare,
engineering, and others. The major players provide a vast array of solutions that can be customized
6
https://eclass.teicrete.gr/modules/document/file.php/TP271/Additional%20material/docebo-elearning-
trends-report-2017.pdf
7
https://www.technavio.com/report/global-education-technology-e-learning-market

according to the requirements of the user. This software can collect real-time user data and use it to
provide a better and immersive environment to the user. Furthermore, these allow the student base to
have flexibility in their learning schedule as they do not bind the student to certain times and locations
for access of these solutions.8
India, have taken initiatives to improve the literacy rates of the general population, primarily in rural
and semi-rural locations. For instance, the HRD Ministry of Government of India has launched
NPTEL, an eLearning initiative for courses in engineering, science, and humanities streams.
According to industry experts, the future of education in India will depend on online courses. Currently
half of the population is actually under 25 years of age and India is expected to be facing a shortage
of 250 million skilled workers by 2022.
As of 2015, India is already the second largest market for eLearning after the United States. However,
in terms of revenue India is ranked fourth by Ambient Insight in the top seventeen eLearning buying
countries in 2016. The sector is expected to reach $1.29 billion by 2018, growing at 17% CAGR.
(Trade & Investment Queensland)
This can be attributed to increasing regulatory initiatives such as government-funded literacy
development projects in small villages and rural areas. This measure is forecast to drive the industry
demand in the region.
Corporate training market is disproportionately small, with estimated spends of only 1-2% of
employee costs and a total outlay of less than $1 billion.
Given the inadequacies in India’s current education system that does not adequately provide for
vocational and employment-ready skills, a significant portion of organizational training budgets, even
at leading IT services companies, goes towards entry-level skill building. Infosys, for example, has
8
1.7 OVERVIEW OF INDIAN MARKET

vast resources and an entire campus in Mysore, dedicated to training 25,000+ fresh recruits for 3-6
months every year.
Even the government’s skilling initiatives are entirely focused on imparting employability-related
skills for millions of working-age youth. There is an ambitious initiative underway to impart jobskills
to 500 million people by 2022 under the Skill India Mission.

India internet users are expected to reach 500 million by 2017, of which nearly 2/3rds are expected to
be on mobile. Mobile learning is going to have a massive impact on the training industry in India.
According to Ambient Insight, by 2019 India will be the third top-buying country for mobile learning.9
The online education market in India to grow at a tremendous CAGR of approximately 19% during
the forecast period. With the introduction of many conducive government policies, the market for
online education in India has a positive outlook until the end of the forecast period. In a bid to
extensively incorporate digital literacy in India, the government is making policies related to
technology adoption and online education delivery infrastructure. The Digital India Initiative is one
of the key initiatives with a long-term vision to provide quality and technologically aided education.
This initiative aims to bridge the digital divide by providing high quality and affordable broadband
services across the country. Moreover, this will facilitate the use and integration of devices like
smartphones and tablets, across the country. Furthermore, the National Optical Fiber Network
launched by the government in 2011 aims at building and improving Internet infrastructure throughout
the nation. Also, the government is encouraging big companies like Qualcomm and Reliance to
develop new technologies in the education sector to change the face of the Indian education system
In 2015, the online higher education segment dominated this market and accounted for close to 77%
of the market share. The higher education market is changing dynamically in terms of education
technology, teaching methods, and hardware usage in classrooms. An enormous demand for higher
education comes from students who cannot afford regular higher education programs. Therefore, the
current skill gap in India and immense competition in the job market is inspiring students to enrol for
such courses, and this is expected to spur the growth of this market segment. .10
In this market research, the analysts have estimated the content segment to be largest product segment
with a market share of more than 64% until the end of 2020. Content is the most important element of
online education as it is the forms the base of the syllabus and is the source of information for the
students enrolled in online courses. With a significant rise in enrolment for online courses, the demand
for content development will increase during the forecast period.
9
10
https://www.technavio.com/report/india-education-technology-online-market

The online education market in India is highly fragmented due to the presence of several vendors
offering varied products and services. With the extension of service offerings, technological
advancements, and an increase in mergers and acquisitions, the competition will get more intense.
Key vendors in this market are -
 Educomp Solutions
 Everonn
 NIIT
 IGNOU
Other prominent vendors analysed in this market research report are Dexler, Edurite, Embibe, HCL
Infosystems, LearnNext, Meritnation, Netaji Subhas Open University, Simplilearn, Sikkim Manipal
University, and TCY Learning Solutions.
Government of Gujarat has recently started a new program called “ eMpower - Electronic Manpower”
for all students who wants to get quality education as well as knowledge on various computer
programs, software’s and technologies including Internet and Social Media like Facebook, Twitter,
Linked In, Google+ (Google Plus), Orkut, Email Account, Blogging, Surfing etc.
The Gujarat Council of Elementary Education, Government of Gujarat under the Sarva Shiksha
Abhiyan sought to implement ICT labs in 15,493 government schools spread across the state of
Gujarat. The aim was two-fold:
 To equip the young generation of the province with computing skills and provide them access
to a wide variety of modern educational resources such as multimedia based educational
content. The goal was to equip them with the skills and knowledge required to set a strong
foundation at an early stage of their education so that they are well-prepared for higher
education and their future
 To reduce student, drop out ratio by making the process of teaching and learning engaging for
students. The program aims to improve school attendance by building the interest of students
in school studies.
1.8 OVERVIEW OF GUJARAT MARKET

The Computer-Aided Learning (CAL) project of the Gujarat Government is one of the largest ICT in
Education project in the country. Hence, the government of Gujarat opted for a transparent tender
bidding process to select the best technologies and implementers to complete this vast project.
Following a strict selection process, the Gujarat government roped in leading education applications
and software providers, along with NComputing to deploy 77,465 NComputing X550 virtual desktops,
and eLearning applications and education software.11
ICT (Information and communication technology) has an impact on nearly every aspect of our lives
– from working to socializing, learning to playing. The digital age has transformed the way young
people communicate, seek help, access information and learn. We must recognise that young people
are now an online population and access is through a variety of means such as computers, TV and
mobile phones. ICT will help to increase the scope of learning as well as educational administration.
SANDHAN, initiative by Government of Gujarat, offers an extensive platform for the use of Audio
Video tools, multi-media to teach in an innovative and interesting manner. Out of 16 Satellite
Channels, 11 Channels have been allocated to Education Department by Government of Gujarat. Live
and recorded Lectures have been broadcasted through these channels.12
11
https://www.ncomputing.com/en/resources/customer-success/359864/elearning-comes-students-15493-
government-schools-gujarat
12
http://digitallearning.eletsonline.com/2017/09/gujarat-education-sector-scaling-new-heights/

CHAPTER #
2
MAJOR EDUCATION
INSTITUTES
CHAPER CONTENT
2.1 World Major Players in Online Education
2.2 India’s Major Players in Online Education

1. Coursera
Coursera officially launched in January 2012, and it was started by two Stanford professors
by Andrew Ng and Daphne Koller. With over 25 million students and $146.1 million raised in
funding, Coursera is the biggest MOOC/online education provider in the world. It has over 150
university partners from 29 countries and 2,000+ online courses. Beyond single courses, Coursera
offers its own credential, which is know as a Specialization, and it also offers fully-online Masters
degrees. Coursera is also expanding into B2B via its Coursera for Business product.
2. edX
Founded by Harvard University and MIT in 2012, edX is a non-profit organization. It’s the second
largest MOOC provider in the world with over ten million students. It offers over 1,500 courses
and boasts more than 100+ university partners. EdX offers a number of different types of
certificates programs: MicroMasters (which offer a pathway to credit), XSeries, Professional
Certificate, and Professional Education. Earlier this year, edX got into the degree game with a new
Online Masters in Analytics degree from Georgia Tech.
3. Futurelearn
FutureLearn is a UK-based MOOC provider. It is wholly owned by Open University. It was
launched at the end of 2012 and now has more than six million registered users. FutureLearn has
over 100 partners creating courses on its platform. Seventy-one of those partners are universities
primarily located in Europe, but it also has a few universities in other countries, including the
United States, Australia, and South Korea. FutureLearn offers its own credential program, which
is known as FutureLearn Programs. Last year it also announced six completely online post-grad
degrees in partnership with Australia’s Deakin University.
4. XuetangX
XuetangX is China’s first and biggest MOOC platform. It was founded in 2013 by the Tsinghua
University under the supervision of the China Ministry of Education Research. It’s probably the
fastest growing MOOC platform. When Class Central interviewed XuetangX’s Chairman of the
Board back in October 2016, the platform had five million users. Now that number has
2.1 WORLD MAJOR PLAYERS IN ONLINE EDUCATION

crossed seven million registered users. Back in October 2016, the platform had over 400 courses.
It’s built upon a heavily customized version of Open edX. XuetangX also has a cloud LMS product
that is used by universities across China, and which is currently used by 1.5 million Chinese
students.
5. Udacity
Udacity is a tech unicorn, and it partners with technology companies to create Nanodegrees that
train students for a particular job. In recent times, it has launched an AI Nanodegree with IBM
Watson and a Self-Driving Car Engineer Nanodegree. The co-creators of the latter include car
companies like Mercedes Benz, BMW, and McLaren. These Nanodegrees cost, and they can take
a few months to complete. Courses that are part of the Nanodegree are available for free, and
Udacity currently has close to 200 free online courses.
Udacity has also partnered with Georgia Tech to create and launch a low cost, completely online
Masters in Computer Science degree. At this moment there are more than 4,000 students enrolled
in the Master’s program. Udacity was founded by Stanford professor Sebastian Thrun, the man
behind Google’s self-driving car project. He is currently the president of Udacity and the CEO of
a flying car company called Kitty Hawk.
6. Kadenze
Kadenze is a MOOC platform that specializes in the field of creative and arts education. It partners
with some of the best art institutions and universities around the world to launch online courses.
It was co-founded by Ajay Kapur, a classically trained Indian musician and computer scientist. He
is Associate Dean for Research and Development in Digital Arts at the California Institute of the
Arts (CalArts). In October 2013 he taught a course called “Introduction to Programming for
Musicians and Digital Artists” on Coursera. However, he soon realized that some of the things he
wanted to do with arts education were not possible with Coursera, so he created his own platform.
Kadenze has also launched its own certificate initiative, which is called Kadenze Programs. The
first course in the program is free, but the rest are not. Students can also earn academic credit for
many Kadenze courses/programs.
7. Canvas Network
Canvas Network might not have the big names, but they do have a number of free online courses
taught by community colleges and other institutions around the world. I have seen a few Canvas

Network courses move over to big providers like Coursera. Many of their courses still offer
completely free certificates. Canvas Network is based on the Canvas LMS, which was developed
by Instructure.
8. Standford Languita
Stanford has been self-hosting courses for a long time now. It uses Open edX, the open source
version of edX.
9. Miriada X
Miríada X is a regional MOOC platform that has launched over 600 courses in Spanish and
Portuguese. These courses are created by its 100 university partners, which are located in Spain,
Argentina, Peru, Colombia, Mexico, Brazil, Chile, and other Spanish and Portuguese speaking
countries. With over three million students, it is one of the largest MOOC platforms out there.
10. MexicoX
MéxicoX is a MOOC platform funded by the Mexican government, and it has more than 40
partners (universities and institutions from the Federal Public Administration). It has over one
million registered learners, 85% of whom are located in Mexico.13
1. SWAYAM
SWAYAM, short for “Study Webs of Active-learning for Young Aspiring Minds,” is the official
MOOC platform for India. Under SWAYAM, professors of centrally-funded institutions in India
such as Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs), and central
universities — will offer online courses to citizens of India. Currently, the SWAYAM platform
hosts 350 free online courses.
2. NPTEL
The National Programme on Technology Enhanced Learning (NPTEL) is a project funded by the
Ministry of Human Resource Development (MHRD) of India. It has been putting video courses
13
https://www.class-central.com/report/mooc-providers-list/
2.2 INDIA’S MAJOR PLAYERS IN ONLINE EDUCATION

online from the IITs (Indian Institutes of Technology) for a long time now. In some sense, this is
similar to MIT’s OCW. In fact, The NPTEL YouTube channel gets twice the number of views that
MIT OCW gets.
After MOOCs became popular, NPTEL also launched a separate MOOC-like platform on which
it offers hundreds of free online courses, mostly in the field of engineering.
3. Khan Academy
khan Academy is a non-profit educational organization created by educator Salman Khan with an
aim of providing a free, world-class education for anyone, anywhere. It produces short lectures
via YouTube videos. All resources are free of cost to anyone around the world and its videos are
translated into 36 languages including English as their main language. As of 2015, it has more
than 5,000 courses. In 2012, the founder of the Khan Academy was listed among the Time 100
Most Influential People. Recently in 2015, it partnered with Disney & Pixar Animation Studios to
launch Pixar in a Box on Khan Academy. They also partnered with NASA, The Museum of
Modern Art, The California Academy of Sciences, and MIT to offer specialized content.
4. Tata Interactive Systems
Tata Interactive (TIS) has 25 years of experience in custom learning solutions and is one of the
most reputed leaders as well in the same field. It is one of the top E-learning companies in India
to provide all kind of online education at one place. With a team of over 350 multi-disciplinary
specialists, it has won 100 international awards and was featured as the top 20 training outsourcing
companies globally for the last 7 years.
5. Ask IITians
Aditya Singhal and Nishant Sinha of IIT Delhi founded askIITians, to cater primarily to students
of India and Middle East who are preparing for engineering entrance exams like IIT-JEE or
AIEEE. It is one of the parts of main online tutoring and educational website called Transweb
Educational Services.
6. Apna Course
Apna Circle is an E-Learning platform that provides in-demand video courses delivered by their
top Instructors. All provided courses are targeted towards working professionals who wants to
enhance their skills to advance their career. It is a product of Spearhead EduOnline Pvt Ltd. It

received the Startup of the Year Award by Silicon India in 2014 and is recognized as the best E-
Learning Companies in India by the World Education Congress in 2014.
7. Simplilearn
Launched in the year 2009 by Krishna Kumar, Simplilearn, as its name suggests, is an online
education portal with the aim of simplifying the learning for working professionals. The website
offers more than 400 courses in vivid areas including IT, digital marketing, programming, big
data, and analytics etc. What does one look for while taking any course? Certificates and
recognition, isn’t it? At Simplilearn you get the certificate which is well recognised for the course
taken by you at different platforms.
8. EduKart
Founders’ being Mr. Ishaan Gupta, Mr. Vijay Shekhar Sharma, and Mr. Mayank Gupta, the
app was founded in the year 2011 for the purpose of providing Indian and International courses
such as MBA, Executive MBA, MSc, MCA, BA, BCom, BBA, and others. The website is known
for online distance learning. It offers various undergraduate and post graduate courses for high
school students including several degrees, diploma,courses for entrance examinations and
certification courses from sundry recognised universities and other educational bodies.
9. Vedantu:
Are you looking for online personalised teaching website while sitting at home? If yes, vedantu
may be the right one to cater your needs. Founded in the year 2011 by Anand Prakash, Vamsi
Krishna, Pulkit Jain, and Saurabh Saxena, vedantu aims to provide online tech-based education
to students of grade 6 to 12 coming from various backgrounds. The unique feature about Vedantu
is the option available with students to choose from a number of teachers accessible.
10. Nayi Disha
Founded in the year 2012 by Kushal Bhagia and Kartik Aneja, alumni of BITS Pilani, the
company Nayi Disha engages the pre-schoolers in various learning models. They make different
involving educational applications for students all over the world. They build educational games
which can be played on the computer for pre-schoolers to promote learning while playing using
motion sense technology.14
14
http://www.iamwire.com/2017/01/10-indian-education-startups-2017/148036

CHAPTER #
3
RESEARCH METHODOLOGY
CHAPER CONTENT
3.1 Introduction about Title
3.2 Objectives of Research
3.3 Research Methodology
3.4 Limitation of Research

TITLE OF THE PROJECT
“A customer preference and perception towards online education in Ahmedabad city”
The title of the project is taken by us because of increased internet usages as well as people are more
preferring online education because of convincing feature and all time availability of internet. The
title of our project was focuses on what people prefer whether online education or regular education
and to check perception regarding online education.
PRIMARY OBJECTIVE:
 To know most preferred way of education
 To know why people preferring online education over offline education
SECONDARY OBJECTIVE:
 To study the opinion of students, teachers and parents regarding online education
 To know the future scope of online education
 To know advantages and disadvantages of online and offline education
 To know why people don’t prefer online education
 To know whether it will be treated as same as offline education or not
3.1 INTRODUCTION ABOUT TITLE
3.2 OBJECTIVES OF RESEARCH

RESEARCH DESIGN:
In this research, we have used descriptive design. In this design we have used cross sectional design.
It involves the collection of information from any given samples of population elements only once.
Cross sectional design is further divided in two type’s single cross sectional and multiple cross
sectional. We have used multiple cross sectional design.
SOURCES OF DATA:
PRIMARY DATA:
The collection of primary data during the course of doing experiments in an experimental research but
in case we do research of the descriptive type and perform survey whether sample survey of census
survey. Then we obtain primary data either through a direct communication with respondent or
questionnaire.
SECONDARY DATA:
For this research secondary data was collected through various sources like, Websites, Journals,
Magazines, Articles, Books and Project reports are the main sources for secondary data in this
research.
DATA COLLECTION METHOD:
There are mainly two methods of primary data collection survey method and observation method. We
have used survey technique for data collection in our research.
POPULATION:
Population for this study is the target population like, Parents, Students and Teachers who took
decision while choosing college or school.
3.3 RESEARCH METHODOLOGY

SAMPLING METHOD:
In Nonprobability sampling technique the chances of selection of all elements of population are not
equal and Convenience Sampling Method means sample drawn at the convenience of the interviewer
people tend to makes the selection at familiar location and choose respondents who are like
themselves.
SAMPLING FRAME:
The sample for the research is taken only from Ahmedabad city only.
SAMPLING SIZE:
The sample size of the survey is 163.
DATA COLLECTION INSTRUMENT:
For this research choose “Questionnaire” as a tool for primary data collection and “Internet access”
for the secondary data collection. It Include: Multiple Choice Questions, Open/Close Ended Question
and Nominal/ordinal/Likert Scale Question type of questions
ANALYSIS TOOLS:
The analysis tools used in this research is SPSS and Microsoft Excel 2016 software.
STATISTICAL TESTS:
These are the statistical test used in this research Descriptive statistics, Chi-square and T-test.
 The research is only applicable to the Ahemdabad area.
 The research is done on the basis of data provided by the respondents.
 The questionnaire is designed based on our research objectives.
3.4 LIMITATIONS OF RESEARCH

CHAPTER #
4
LITERATURE REVIEW
CHAPER CONTENT
4.1 Literature Review
4.2 Research Gap

INTRODUCTION:
Online education is a form of education which is delivered and administered using the internet. Online
education can be divided into several categories depending on the amount of online learning that is
incorporated into the course, ranging from traditional face-to-face learning to blended learning to
exclusive online courses. Discover the difference between synchronous and asynchronous online
learning and how each impacts the instructor and students.
DETAIL STUDY:
Reddy et al. (2001) conducted a study on students experience with virtual campus. The objective of
this survey study was to analyze the attitude of the learners towards resource-based learning and to
critically examine the utilization of the resources provided by the university; and to suggest measures
for improving the effectiveness of resource-based learning.
The questionnaire that was mainly structured with a few close-ended (objective type) and open-ended
questions was sent to the students of various tele-centers. Out of 1266 learners, 443 (35%) have
returned the filled in questionnaires. Around ¾ of the respondents replied positively. Majority (68%)
of them felt that they could construct their own individual knowledge base; 60% of them liked the
flexibility in study routes; 46% improved their study skills; 29% could think more; 28 % found it
interesting and stimulating; 42% enjoyed the independence, and 29% liked the choice of reading.
However, 25% of the respondents answered in the negative. They did not very much enjoy resource-
based learning mentioning that they needed more guidance on what to do and how to do; they also
expressed that pursuing courses through VC found tiresome and time consuming and feel drowning
in a sea of information.
Jamlan (2004) has conducted a study on “Faculty Opinions towards Introducing e-Learning at the
University of Bahrain”. To assess faculty opinions on e-learning, a questionnaire was sent to 30 faculty
members of the University’s College of Education to determine how they perceive e-learning, and
how they might choose to integrate it into their everyday teaching activities.
4.1 LITERATURE REVIEW

Data was collected and analyzed by using descriptive statistics. Results indicate that faculty generally
perceive e-learning as a positive force in helping students’ achieve their learning objectives. Answers
to this questionnaire indicated areas of weakness like specifically those baseline technological and
human resource prerequisites that are necessary to support e-learning are not yet available at the
University of Bahrain. Other baseline prerequisites were: staff training, well prepared online courses
and learning materials, sufficient groundwork for the smooth transition from traditional modes of
learning towards e-learning delivery, and the implementation of a more robust technological
infrastructure to support all the technical aspects necessary to launch and sustain e-learning.
Hiroshi (2005) conducted a study titled "Questionnaire-based Evaluation of e- learning Program
Operated in National Institute of Public Health" in Japan. For the sake of more development of the e-
learning program in NIPH, monitoring by questionnaires of all trainees was carried out in 2005.
Number of subjects posted was 298 and the valid response rate was 72%. The results were as follows:
1) A large number of trainees were key staff engaging in the works of public health, environmental
hygiene and social welfare and they pointed the advantage of the e-learning program joinable at any
time and at any place; 2) Sixty percent of trainees entered the e-learning site while off duty; 3) Most
of trainees learned for the purpose of improving of their own skills and not as the result of orders from
their superiors; 4) They had a sufficient internet technical environment for e-learning; 5) Seventy
percent of trainees who had completed at least one course of this program were satisfied with this
program; 6) Though the certificate from the courses were recognized only in few workplaces, trainees
could utilize their experiences from this program in their work; 7) Fifty percent of trainees advised
their co-workers to apply for this program.
Newhouse et.al (2006) undertook an exploratory project titled "supporting mobile education for pre-
service teachers" to develop skills and experience in using digital technologies among teacher trainees
to support their teaching in schools. An additional survey was given to students at the end of the
semester to ascertain the effect of their experience with the technology. The students were required to
rate statements from strongly disagree (1) to strongly agree (4). The outcomes of the project were
positive however, it was not clear whether mobile education is a preferred solution when considering
the range of digital device options available. The results indicate that students felt the use of a laptop
computer assisted them in their learning, by providing increased access to resources and helping them
to be independent and better organized. The feeling that it enhanced communication
with the lecturer or with other students was not strong.

Smart & Cappel (2006) carried out a study titled "Students’ Perceptions of Online Learning: A
Comparative Study". This study examined students’ perceptions of integrating online components in
two undergraduate business courses where students completed online learning modules prior to class
discussion.
The results indicate that participants in an elective course rated the online modules significantly better
than those in a required course. Overall, participants in the elective course rated the online modules
marginally positive while those in the required course rated them marginally negative. On the basis of
the outcomes they suggested that instructors should be selective in the way they integrate online units
into traditional, classroom-delivered courses. This integration should be carefully planned based on
learner characteristics, course content, and the learning context. For most participants of the study (83
percent), this was their first experience completing an online learning activity or module. In addition,
the largest dissatisfaction factor reported among the participants was the time required to complete the
online modules. Future research is encouraged to explore: (1) how previous experience with
technology and online learning affects students’ attitudes towards and success with e-learning; and (2)
the effects of interspersing online units that are considerably shorter in length into the traditional
classroom model.
Alaa (2007) conducted a study to find out the readiness of faculty members of Egyptian University to
develop and implement e-learning. In this study, a survey was developed, validated, and carried out
to examine the readiness of academic staff at South Valley University in Egypt to develop and
implement e-learning in their teaching. The survey was also used to determine how support systems
and procedures for staff could be further developed to enable the University to make the most effective
and appropriate use of learning technologies to enhance the student and staff experience.
The results revealed that the majority of respondents, who came from a wide range of faculties across
the University, considered themselves to have limited competence and little experience in e-learning.
However, they perceived e-learning to be useful in general and to have the potential to support their
teaching-related activities in particular.
Anna Ya Ni (2011) did research on “Comparing the Effectiveness of Classroom and Online Learning:

Teaching Research Methods” she found on her research study compares the effectiveness of online
and classroom learning, attempting to go beyond grades and to include a logical assessment of
interaction, effectiveness in achieving learning objectives, and student persistence. The results of this
study indicate that although student performance is independent of the mode of instruction, certain
courses (such as Research Methods in Administration) are more challenging to students who persist
in the virtual environment than in the classroom. Furthermore, participation may be less intimidating
and the quality and quantity of interaction may be increased in online classes.
George Lorenzo (2012) in his research paper of “A Research Review about Online Learning: Are
Students Satisfied? Why do Some Succeed and Others Fail? What Contributes to Higher Retention
Rates and Positive Learning Outcomes?” did research to find out What are the foundations of student
satisfaction or dissatisfaction with online courses? Why do online learners succeed and others fail or
drop out? What kind of instructional designs, pedagogical practices, and administrative standards
contribute to the development of effective online courses with high retention rates and positive student
learning outcomes? Outcome of the research is the traditional face-to-face environment, unique
circumstances surround every learner, every instructor, every course, every department, every
program, and every institution. So, logically speaking, an effective path to take for building any
successful online learning course or program—one in which students are satisfied and do not drop
out—requires, at the very least, a focus on the individual student to a position in which his or her
educational needs, skills, access, and personal circumstances are identified. Then, based on this
thorough identification, the appropriate levels of advisement, content, and interaction must be
consistently applied to the student’s course of study throughout his/her online education experience.
Michael Hammond (2013) the research on “A Review Of Recent Papers On Online Discussion In
Teaching And Learning In Higher Education” found in his study These papers give useful insight into
the nature of and the claims made for asynchronous online discussion, as well as the conditions under
which learners are more likely to engage with each other. Researchers express broad agreement that
the argument for using asynchronous online discussion rests in a commitment to interaction between
learners and adherence to a social constructivist approach to teaching and learning. Interactivity is
seen as enabled by the permanent storage of text, accessible anytime from anywhere. The literature
looks at the implications for teaching and learning and largely rejects a technological determinism or
technological romanticism. Most of the research avoids linking the use of the technology to easily
quantifiable learning gains; most instead describes technology’s contribution to teaching and learning.
Thus, researchers often report on learners’ perception of benefits and drawbacks in using

asynchronous online discussion, and it not surprising that these perceptions are difficult to describe
and measure. These papers tend to avoid asking whether asynchronous online discussion is a good
thing and instead try to identify the difficulties in getting started and the ways in which discussion can
best be conducted to support learning.
Tuan Nguyen (2015) did research on “ The Effectiveness of Online Learning: Beyond No Significant
Difference and Future Horizons” the effectiveness of distance and online learning, it would be
observed that about 92% of all distance and online education studies find that distance and online
education is at least as effective, if not better, than traditional education. About 3% of the studies
compiled by the site show the reverse, that traditional face-to-face format is more effective, and about
4% show mixed findings. However, given the issues of selection bias that later studies pointed out and
the lack of rigorous methodology of the earlier studies, it is difficult to say how meaningful these
numbers really are.
Chia-Wen Tsai (2016) did research on “Research Papers in Online Learning Performance and
Behaviour” and this research paper aims to give overall The increasing popularity and number of
online programs and course in higher education require continued attention to the design of
instructional environments to enhance students’ learning. The authors in this special issue present
several approaches, tools, and applications of online learning and web-based learning technologies.
This special issue features 12 papers that each underwent at least two rounds of review. As handheld
devices are becoming popular and widely used, educators could use them as a primary channel to
deliver knowledge. Online collaboration and computer-supported collaborative learning (CSCL) are
hot issues in the field of online education.
Anna Sun and Xiufang Chen (2016) in his research paper “Online Education and Its Effective Practice:
A Research Review” studied about the purpose of this paper is to provide practical suggestions for
those who are planning to develop online courses so that they can make informed decisions in the
implementation process. They then examined how presented theories have applied to various aspects
of online course design and development. They first examined the online environment over time, its
evolvement, and the technologic impacts on online education. In online teaching, they focused our
attention on the relationships between cognitive and teaching presences to determine the best and
most desirable practices and strategies for online pedagogy. Within the realm of online learning,
they directed our attention on the creation of an online learning community by means of promoting
social presence, interactions, and collaboration between the instructor and students and among

students.
There is no research has been caried out on the customer preference and perception towards online
education in Ahmedabad city. So, in order to fulfill this gap we had undertaken a research on “A
customer preference and perception towards online education in Ahmedabad city” For this purpose
and to fullfil the gap the research has been caried out at Ahmedabad area.
4.2 LITERATURE GAP

CHAPTER #
5
DATA ANALYSIS
AND
INTERPRETATION

1. Did you hear about online education ever before?
TABLE 5.1
Particular Frequency %
Yes 112 69
No 51 31
Total 163 100
GRAPH 5.1
INTERPRETATION:
Here the above question is qualifying question. In this research only 69% people knew about online
education and other 31% don’t know about onlined education.
Yes
69%
No
31%
Did you hear about online education?
Yes
No

2. What would you prefer as a mode of education?
TABLE 5.2
Offline/Traditional Education
(Eg. On-campus, School, Physically Involved)
98 60
Online/E-learning Education
(Non-Physical, Virtual Environment)
65 40
Total 163 100
GRAPH 5.2
INTERPRETATION:
The above question asked to know what would they prefer as a mode of education. As per our research
60% prefer offline education and 40% prefer offline education.
From the suggestion we can say that they prefer offline-On campus and physically involved education
becauses it gives physical interaction between students and teacher that’s why it is more preferrable.
Offline
60%
Online
40%

3. Do you think online education is an effective way of learning? (If your answer is NO then go
to question no.5 direct).
TABLE 5.3
Yes 61 37
No 102 63
Total 163 100
GRAPH 5.3
INTERPRETATION:
The above question asked to know that how effective online education for the people over offline
education. As per our research 37% say’s its effective way of learning and 63% says that its not
effective way of learning. To get better understanding we asked two more questions why they prefer
e-learning over offline education and vice versa.
Yes
37%
No
63%
Yes No

4. Online educatin is an effective mode of education because
TABLE 5.4
Particular Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
NA Total Mean
Offers an interactive mode
of education
17 32 7 2 3 102 163 2.05
Ease of access of
information related to the
course
17 32 8 3 1 102 163 2
Students can learn at their
own pace
19 23 12 4 3 102 163 2.16
Enables learning at anytime
and anywhere
14 20 22 4 1 102 163 2.31
Helps in developing
learner's skills
19 21 10 10 1 102 163 2.33
Courses are easy to
navigate
15 24 14 5 3 102 163 2.30
Students may have the
opportunity to mix what
they learn with practical
work
18 21 15 4 3 102 163 2.23
INTERPRETATION:
The above question asked to know why they think that online education is an effective way of learning.
The first offers an interactive way of education mean score is 2.05 which is near to 2 that means people
are agree on that statement. Ease of access of information related to course mean score is also 2 which
means people also agree with the statement. Students can learn at their own pace, Enables learning at
anytime and anywhere, helps in developing learner’s skills, courses are easy to navigate and they have
opportunity to mix what they learned with practical means score also 2 to 2.5 between that means it’s
almost near to 2 so most of people agree on all the statement but less people strongly agree and disagree
with the above statement.

5. Online education is not an effective mode of education because
TABLE 5.5
Particular Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
NA Total Mean
Students need to
feel connected to their
school
28 56 15 3 0 61 163 1.93
Lack of
interaction between
classmates and instructor
25 48 19 7 3 61 163 2.17
Lack of real time
feedback to questions and
assignments
26 46 14 8 8 61 163 2.27
Classroom
environments helps student
to learn more
46 30 20 4 2 61 163 1.88
Needs perfect computer
and Internet skills
21 40 28 7 6 61 163 2.38
More expensive than
traditional education
19 42 24 12 5 61 163 2.43
Bandwidth and
Internet speed could
represent some problems
20 42 20 9 11 61 163 2.50
INTERPRETATION:
The above question asked to know why people don’t prefer online education over traditional
education. From the given options to people thinks that students need to feel contacted to their school,
lack of interaction between classmate and instructor, lack of real time feedback to question and
assignments, classroom environment helps student to learn more are mean score is 1.93, 2.17, 2.27
and 1.88 respectively and which is near to 2 so, above all the statements people are agreed that these
things can’t be learned via online education.
On the other hand, needs perfect computer and internet skill, more expensive than traditional education
and bandwidth and internet speed could represent some problems are mean score is 2.38, 2.43 and
2.50 respectively which is stands between 2 to 3 and so people are agreed as well as neutral on their
decision so, we can say that these things also can’t be learned via e-learning.

6. Do you think online education will help in overcoming the problems of higher education?
TABLE 5.6
Yes 92 56
May be 47 29
No 24 15
Total 163 100
GRAPH 5.6
INTERPRETATION:
The above question asked to know what people think about online education will solve the problem
of higher education. 56% respondent node that it will change higher education problems.30% people
neither agree or disagree with the statement.
Yes
56%
Maybe
29%
No
15%
Yes
Maybe
No

7. Do you think online education can help in improving the quality of higher education?
TABLE 5.7
Yes 55 34
May be 91 56
No 17 10
Total 163 100
GRAPH 5.7
INTERPRETATION:
The above question asked to know that the online education will improve the quality of education or
not. In our research 34% people are agreed and 10% people are not agree with the statement. And 56%
people are neither agree or disagree, that’s means the online education might improve quality of
education.
Yes
34%
Maybe
56%
No
10%
Yes
Maybe
No

8. Do you think online education graduates/students will gain more skill than traditional
education?
TABLE 5.8
Yes 66 40
May be 34 21
No 63 39
Total 163 100
GRAPH 5.8
INTERPRETATION:
The above question is comparative based and the above question asked to know will students gets
more skills from online education than traditional education. As per our research 40% respondents are
agreed that students will get more skills from online education while 40% also disagree that online
education will not provide better skill than traditional education system. And 21% people are neither
agree to disagree on this statement.
Yes
40%
Maybe
21%
No
39%
Yes
Maybe
No

9. Do you think online education graduates/students will be acknowledged and accredited as
equally as traditional learning students from professional bodies and employers?
TABLE 5.9
Yes 58 36
May be 74 45
No 31 19
Total 163 100
GRAPH 5.9
INTERPRETATION:
The above question asked to know that people will treat online educated student as same as
traditionally got educated student. In our research 36% agree that student will be treated as equal as
traditionally educated person. 20% respondent not agree with out statement and rest 45% respondent
neither agree or disagree with statement.
Yes
36%
Maybe
45%
No
19%
Yes
Maybe
No

10. Do you think that online education graduates/students will have equal chances of recruitment
as on-campus students?
TABLE 5.10
Yes 59 36
May be 64 39
No 40 25
Total 163 100
GRAPH 5.10
INTERPRETATION:
The purpose of asking above question is that, will employer treat online educated student as same as
traditionally got education student. In our research 36% respondent says yes, that they will be treated
as equal as on campus students recruitment. While 25% people not agree that they will not be treated
same as on campus placements done.Where 40% respondents neither agree or disagree on that student
will be treated same during recruitment.
Yes
36%
Maybe
39%
No
25%
Yes
Maybe
No

DEMOGRAPHIC DETAILS
TABLE 5.11
Serial No. Demographics Frequency %
1 Gender
Male 96 59
Female 67 41
Total 163 100
2 Age
Below 18 Years 26 16
19-30 Years 48 29
31-40 Years 49 30
41-50 Years 22 13
Above 51 Years 18 11
Total 163 100
3 Occupation
Student 60 37
Self-Employed 18 11
Profession 28 17
Services 38 23
Business 19 12
Total 163 100
3 Education
SSC 21 13
HSC 45 28
Graduate 42 26
Post Graduate and Above 42 26
Total 163 100

CHAPTER #
6
INFERENTIAL STATISTICS

6.1 DESCRIPTIVE ANALYSIS
TABLE 6.1
Descriptive Statistics
Particular N Mean Std.
Deviation
Skewness Kurtosis
Statistic Statistic Statistic Statistic Std.
Error
Statistic Std.
Error
Gender 163 1.41 .494 .365 .190 -1.890 .378
Age 163 2.74 1.205 .338 .190 -.694 .378
Education 163 2.72 .989 -.234 .190 -.987 .378
Occupation 163 2.62 1.467 .195 .190 -1.444 .378
INTERPRETATION:
In our research the standard deviation is not equal to 1, Skewness is less than 3, Kurtosis is not
equal to 0, that means x̅ ≠ M ≠ Z; the data is not normally distributed and further test can be
applied.

6.2 CHI-SQUARE
TABLE 6.2
Hypothesis Significance Value Result
HO: Mode of education and genders of the respondent are
independent each other
H1: Mode of education and genders of the respondent are dependent
each other
.286 Accepted
HO: Mode of education and age of the respondent are independent
each other
H1: Mode of education and age of the respondent are dependent each
other
.020 Accepted
HO: Mode of education and education of the respondent are
H1: Mode of education and education of the respondent are dependent
each other
.001 Rejected
HO: Mode of education and occupation of the respondent are
H1: Mode of education and occupation of the respondent are
dependent each other
.004 Rejected
INTERPRETAION: For Chi-square
HO: Mode of education and gender of the respondent are independent each other
Interpretation: Here the significance value is 0.286 which is greater than 0.05, so null hypothesis is
accepted, it means there is no significance difference between mode of education and gender of the
respondent.
HO: Mode of education and age of the respondent are independent each other
Interpretation: Here the significance value is 0.020 which is greater than 0.05, so null hypothesis is
accepted, it means there is no significance difference between mode of education and age of the respondent.

HO: Mode of education and education of the respondent are independent each other
Interpretation: Here the significance value is 0.001 which is less than 0.05, so null hypothesis is rejected,
hence there is significance difference regrading mode of education and education of the respondent.
HO: Mode of education and occupation of the respondent are independent each other
Interpretation: Here the significance value is 0.004 which is less than 0.05, so null hypothesis is rejected,
it means there is significance difference between mode of education and occupation of the respondent
6.3 INDEPENDENT SAMPLE T-TEST
TABLE 6.3: Independent Sample T-Test with online education is an effective mode of
education and education of respondents
HO:1 There is no difference between offers an interactive mode
of education and education of the respondent
.974 Accepted
HO:2 There is no difference between ease of access of
information related to the course and education of the respondent
.359 Accepted
HO:3 There is no difference between students can learn at their
own pace and education of the respondent
.714 Accepted
HO:4 There is no difference between enables learning at anytime
and anywhere and education of the respondent
.005 Accepted
HO:5 There is no difference between helps in developing
learner's skills and education of the respondent
.193 Accepted
HO:6 There is no difference between courses are easy to
navigate and education of the respondent
.160 Accepted
HO:7 There is no difference between Students may have the
opportunity to mix what they learn with practical work and
education of the respondent
.974 Accepted

TABLE 6.4: Independent Sample T-Test with online education is not an effective mode
of education and education of respondents
HO:1 There is no difference between Students need to feel
connected to their school and education of the respondent
.807 Accepted
HO:2 There is no difference between Lack of interaction between
classmates and instructor and education of the respondent
.929 Accepted
HO:3 There is no difference between Lack of real time feedback to
questions and assignments and education of the respondent
.916 Accepted
HO:4 There is no difference between Classroom environments helps
student to learn more and education of the respondent
.041 Accepted
HO:5 There is no difference between needs perfect computer and
Internet skills and education of the respondent
.358 Accepted
HO:6 There is no difference between more expensive than
traditional education and education of the respondent
.466 Accepted
HO:7 There is no difference between bandwidth and Internet speed
could represent some problems and education of the respondent
.006 Accepted
INTERPRETAION: For Independent Sample T-Test with online education is an effective
mode of education and education of respondents
HO:1- There is no difference between offers an interactive mode of education and education of the
respondent
Interpretation: Here the significance value is 0.974 which is more than 0.05 so null hypothesis accepted
and alternative hypothesis rejected, it means that there is no difference between offers an interactive mode
of education and education of the respondent.
HO:2- There is no difference between ease of access of information related to the course and education of
the respondent
and alternative hypothesis rejected, it means that there is no difference between ease of access of information
related to the course and education of the respondent.

HO:3- There is no difference between students can learn at their own pace and education of the respondent
and alternative hypothesis rejected, it means that there is no difference between students can learn at their
own pace and education of the respondent
HO:4- There is no difference between enables learning at anytime and anywhere and education of the
respondent
and alternative hypothesis rejected, it means that there is no difference between enables learning at anytime
and anywhere and education of the respondent.
HO:5- There is no difference between helps in developing learner's skills and education of the respondent
and alternative hypothesis rejected, it means that there is no difference between helps in developing learner's
skills and education of the respondent.
HO:6- There is no difference between courses are easy to navigate and education of the respondent
and alternative hypothesis rejected, it means that there is no difference between courses are easy to navigate
and education of the respondent.
HO:7- 7 There is no difference between Students may have the opportunity to mix what they learn with
practical work and education of the respondent
and alternative hypothesis rejected, it means that there is no difference between Students may have the
opportunity to mix what they learn with practical work and education of the respondent

INTERPRETATION: For independent Sample T-Test with online education is not an
effective mode of education and education of respondents
HO:1- There is no difference between Students need to feel connected to their school and education of the
respondent
and alternative hypothesis rejected, it means that there is no difference between Students need to feel
connected to their school and education of the respondent
HO:2- There is no difference between Lack of interaction between classmates & instructor and education
of the respondent
and alternative hypothesis rejected, it means that there is no difference between classmates & instructor and
HO:3- There is no difference between Lack of real time feedback to questions and assignments and
and alternative hypothesis rejected, it means that there is no difference between Lack of real time feedback
to questions and assignments and education of the respondent
HO:4- There is no difference between Classroom environments helps student to learn more and education
of the respondent
and alternative hypothesis rejected, it means that there is no difference between Classroom environments
helps student to learn more and education of the respondent
HO:5- There is no difference between needs perfect computer and Internet skills and education of the
respondent
and alternative hypothesis rejected, it means that there is no difference between needs perfect computer and
Internet skills and education of the respondent

HO:6- There is no difference between more expensive than traditional education and education of the
respondent
and alternative hypothesis rejected, it means that there is no difference between more expensive than
traditional education and education of the respondent
HO:7- 7 There is no difference between bandwidth and Internet speed could represent some problems and
and alternative hypothesis rejected, it means that there is no difference between bandwidth and Internet
speed could represent some problems and education of the respondent

CHAPTER #
7
FINDINGS AND
SUGGESTIONS

 Most of people in our research are aware about online education but there are certain people
who still unaware about online education.
 In our research most preferred mode of education is Offline/physical way and only 40% people
preferred online education.
 Only few people think that online education is an effective way of learning and most people
still prefer offline education.
 The respondent who think that the online is an effective way learning they give reasons like,
offers an interactive mode of education, ease of access of information and enable learning at
anywhere and anytime.
 The those who thinks that the online education is not an effective way of learning they give
reasons like, students need to feel contacted to their school, lack of interaction between
classmate and instructor and lack of real time feedback to questions and assignments these are
the main reason but still there many apart from this.
 Some suggestions we got from respondent’s like,
 The class room environment will help student to grow
 May be this way is the great opportunity for those who should keep the education
continue and knowledge
 (Job Perspective) Online Education is a good platform for the people who are not
able to complete their studies which they had left due to any reason because due to
that they can be easily be able to get good position in a job.
 Online education is easy to capture and anytime, anywhere and any subject will be
learning the most part of online education.
 Without physically attachment with teacher we can't learn properly. And we wanted
to accept all the foreign learning styles, but we should see our resources that we
have.
 Online education will help the student to learn perfectly with giving more
knowledge.
7 FINDINGS AND SUGGESTIONS

The increased presence of people on internet inspire us to prepare project on online education. That is
the reason we prepare this project to check whether people are aware about online education or not
and what they think about online education and what they prefer as mode of education online education
or offline/traditional education.
Throughout the report we observe that still people prefer offline way of education because its provide
one to one interaction between student and teachers, moreover it also provide real time interaction in
the classroom.
While in online education you will get ease access of information, anywhere and anytime but you
won’t get real time interaction like on campus study. But it has lot of advantages like, student have
opportunity to learn while they are working.
Even we asked question like that it will treat same while recruiting new people. Will they have same
skills like offline educated person has. Will they get same acknowledgement and credit like on campus
student is getting. So, these all questions asked whether online education will change the way
education we learning or not.
The answer we got for the above question is most of people are agree that it will help to overcome the
problem of higher education like, expensive fees, full time study, need attend every class, and poor
infrastructure of colleges and schools, etc. problem will be solved via online education.
Only few respondents are agreed that it will improve the quality of higher education which is lack
right now in the market. In our research only few respondents are agreed that online education gainer
will get more skill than on campus learner.
Only few people are agreed on that online educator will be acknowledged and accredited same like on
campus student via employer and professional bodies. Because to get certificate of education is now
easier than traditional education system. Whereas few respondent also agree that they will get same
chance like on campus student is getting right now.
If we conclude full report, then we can say that online education and offline education has their own
advantages and disadvantages according to the requirement of the students because some student want
education while working and some student wants education full time so, both has different priorities.
8 CONCLUSION

RESEARCH PAPERS:
Chen, A. S. (2016, September 9). Online Education and Its Effective Practice: A Research Review.
Journal of Information Technology Education: Research, 15. Retrieved from
http://www.informingscience.org/Publications/3502
Dipika Majumder, M. H. (2013). Newspaper Reading Habits of Private University Students. IOSR
Journal of Business and Management, 12(1), 87. Retrieved from http://www.iosrjournals.org
Dr. V. N. Nagashetti, A. Y. (2015). News Paper Reading Habits Among The Students of Muncipal Arts
and Commerce College. International Journal of Advanced Research in Eduation &
Technology (IJARET), 2(3), 206. Retrieved from http://www.ijaret.com©
Hammond, M. (n.d.). A REVIEW OF RECENT PAPERS ON ONLINE DISCUSSION IN TEACHING AND
LEARNING IN HIGHER EDUCATION. A Review of Recent Papers on Online Discussion in
Teaching and Learning in Higher Education.
Lorenzo, G. (2012, September). A Research Review about Online Learning: Are Students Satisfied?
Why do Some Succeed and Others Fail? What Contributes to Higher Retention Rates and
Positive Learning Outcomes? The SOURCE on Community College Issues, Trends & Strategies,
1(1). Retrieved from http://digitalcommons.apus.edu/internetlearning/vol1/iss1/5
Nguyen, T. (2015). The Effectiveness of Online Learning: Beyond No Significant Difference and Future
Horizons. MERLOT Journal of Online Learning and Teaching, 11(2). Retrieved from
tuan.d.nguyen@vanderbilt.edu
Ni, A. Y. (2011). Comparing the Effectiveness of Classroom and Online Learning: Teaching Research
Methods. Journal of Public Affairs Education, 19(2), 199-215.
NIELSEN, R. K. (2015). THE DECLINE OF NEWSPAPERS AND THE RISE OF DIGITAL MEDIA. The Reuters
Institute for the Study of Journalism, 37. Retrieved from http://www.ibtauris.com
Parikh, J. (2014). Readers’ Perceptions of Leading Vernacular Dailies in Ahmedabad, (Gujarat, India).
Online Journal of Communication and Media Technologies, 4(2), 73.
Prabha Basavaraj Swamy, O. K. (2015). The Role of Small and Medium Newspaper in Development: A
Case Study of Suddimoola Newspaper. GJRA - GLOBAL JOURNAL FOR RESEARCH ANALYSIS,
4(9), 167.
Singh, D. A. (2014). Present Trends of Newspapers in India (A qualitative study). An Internationally
Indexed Refereed, 5(1), 1. doi:15/01/2014
Solanki, J. (2013). People’s Experience Towards Divyabhaskar Newspaper in Surat City. PARIPEX -
INDIAN JOURNAL OF RESEARCH, 2(2), 171.
Sunil Patel, H. B. (2013). An Emperical Study of Consumer Behavior on Financial Dailies. IRD INDIA,
2(2), 6.
BIBLIOGRAPHY

Tsai, C.-W. (2016, January). Research Papers in Online Learning Performance and Behaviour.
International Review of Research in Open and Distributed Learning, 17(1).
Vavla, L. (2009). Benefits of Using Newspapers, Magazines and Books in Classroom. 2(2), 12.
BOOKS:
 “Business Research Methodology” by Naval Bajpai, published by Person
WEBSITES:
https://www.weforum.org/agenda/2016/09/is-online-learning-the-future-of-education/
https://www.gminsights.com/toc/detail/elearning-market-size
https://www.chronicle.com/article/Online-Education-Is-Now-a/237993
https://eclass.teicrete.gr/modules/document/file.php/TP271/Additional%20material/docebo-
elearning-trends-report-2017.pdf
https://www.technavio.com/report/global-education-technology-e-learning-market
http://digitallearning.eletsonline.com/2017/09/gujarat-education-sector-scaling-new-heights/
https://www.class-central.com/report/mooc-providers-list/

4/29/2018 A Consumer Preference and Perception Towards Online Education in Ahmedabad city
https://docs.google.com/forms/d/e/1FAIpQLSfmXYjb9booC-51rn8ocNOhcDiXsYOSdEVTRQjrHAxlbaooRA/viewform 1/5
A Consumer Preference and
Perception Towards Online Education
in Ahmedabad city
We are students of S.V. Institute of Management, Kadi and presently doing a research on “A consumer
preference and perception towards online education”. I request you to kindly ll the questionnaire
below and assure you that the data generated shall be kept con dential.
* Required
Male
Female
Below 18 Years
19-30 Years
31-40 Years
41-50 Years
Above 51 Years
Email address *
Your email
Name *
Your answer
Gender *
Age *

SSC
HSC
Graduate
Post Graduate and Above
Student
Self-Employed
Profession
Service
Business
Yes
No
O ine/Traditional Education (Eg. On-campus, School, Physically Involved)
Online/E-Learning Education (Non Physical, Virtual Environment)
Yes
No
Educational Background *
Occupation *
1. Did you hear about online education ever before? *
2. What would you prefer as a mode of education? *
3. Do you think online education is an effective way of learning? (If
your answer is NO then go to question No.5 direct) *

4. Online education is an effective mode of education because
Skip it if your answer is "NO" in above question and Attempt next question
Strongly Agree Agree Neutral Disagree
Strongly
Disagree
Offers an
interactive
mode of
education
Ease of access
of information
related to the
course
Students can
learn at their
own pace
Enables learning
at any time and
anywhere
Helps in
developing
learner's skills
Courses are
easy to navigate
Students may
have the
opportunity to
mix what they
learn with
practical work
Offers an
interactive
mode of
education
Ease of access
of information
related to the
course
Students can
learn at their
own pace
Enables learning
at any time and
anywhere
Helps in
developing
learner's skills
Courses are
easy to navigate
Students may
have the
opportunity to
mix what they
learn with
practical work

Yes
Maybe
No
Yes
Maybe
No
5. Online education is not an effective mode of education because:
Strongly Agree Agree Neutral Disagree
Strongly
Disagree
Students need to
feel connected to
their school
Lack of
interaction
between
classmates and
Lack of real time
feedback to
questions and
Classroom
environments
helps students to
learn more
Needs perfect
computer and
Internet skills
More expensive
than traditional
education
Bandwidth and
Internet speed
could represent
some
Students need to
feel connected to
their school
Lack of
interaction
between
classmates and
Lack of real time
feedback to
questions and
Classroom
environments
helps students to
learn more
Needs perfect
computer and
Internet skills
More expensive
than traditional
education
Bandwidth and
Internet speed
could represent
some
6. Do you think online education will help in overcoming the
problems of higher education? *
7. Do you think online education can help in improving the quality
of higher education? *

Yes
No
Maybe
Yes
Maybe
No
Yes
Maybe
No
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8. Do you think that online education graduates/students will gain
more skills than traditional education? *
9. Do you think online education graduates/students will be
acknowledged and accredited as equally as traditional learning
students from professional bodies and employers? *
10. Do you think that online education graduates/students will
have equal chances of recruitment as on-campus students? *
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