A PROJECT REPORT ON

STUDENTS FACE THE PROBLEMS DUE TO ONLINE EDUCATION

IN SUDDEN COVID19 PANDAMIC
FOR THE SUBJECT OF
RESEARCH METHODOLOGY
Submitted to

Under the guidance of

Dr. kedar bhatt
Assistant professor

In partial fulfilment of the requirement of the award of the degree of

Master of business administration
Offered by
Gujarat technological university
Ahmedabad

Prepared by:
Janu .S. Patel
Enrollment No: 207680592200
MBA sem-2 DIVISION :- C
 Table of contents

sr.no contents
A Title
B Table of contents
C preface
D Acknowledgement
1. Introduction of topic
What is online education?
1.1
What is covid-19 pandemic?
1.2
Before covid-19 online education is popular or
1.3 not?
What are the problems students facing due to
1.4 online
Education?
Advantages of online education
1.5
Disadvantages of online education
1.6
2. Literature review
3. Research methodology
3.1 Research objectives
3.2 Research design
3.3 Sampling design
3.4 Sampling unit
3.5 Sample size
3.6 Sources of data
 3.7 Data collection method
3.8 Limitation of the study
4. Data analysis and interpretation
5. Findings
6. Conclusion
7. Bibliography
8. annexure

Preface
As a part of integrated MBA curriculum and in order to gain
practical knowledge in the field of management, I have prepared
a report on “ students face the problems due to online education
in sudden covid-19 pandemic”. The MBA program is a well-
structured and integrated course of business management at
chimanbhai patel institute. The main objective of preparing the
report at MBA level is to develop skills in students by providing
them an opportunity to relate practical experience with the
theoretical concepts and principles of business management.
Management is a part of our day-to-day life and also play crucial
role in business. In today’s world , for success in any field all
things are require to be perfect and for that management is
require to understand. Business without proper management is
like a castle of sand built on seashore. Only theoretical
knowledge is not enough in MBA along with one needs some
practical exposure in the corporate world also.
In MBA theory of any subject is important but without its
practical knowledge it become unless particularly for
management students. As a student of the business
administration, we have studied many theories and concept in
the classroom, but only after taking up this project work we have
experienced & understand these management theories &
practices in its fullest sense, which play a very vital role in
business field today. This practical training in the field of MBA
program develops the feeling of awareness in management
student about the difficulties and challenges of the business
world.

Acknowledgement
Report has provided us with an opportunity to gain information
of what are the problems that students faces during online
education in sudden covid-19 pandemic. It was an experience
of applying the concepts as well as the knowledge learned
during classrooms in real life practical situations.
A project can never be the sole product of a person it is the
contribution of number of individual in direct or indirect
manner which helped me in polishing the concepts and
achieving the objectives.
I would like to thank ‘SHRI CHIMANBHAI PATEL INSITUTE OF
MANAGEMENT AND RESEARCH’ for providing me opportunity
to undertake the project in area of exploratory research.
Also I would like to thank my in-charge professor (Dr).kedar
bhatt for provided me all the necessary guidance that I needed
and encouragement that he gave me during my project work.
Lastly, I would like to thank to all the respondents who gave
their precious time for filling up the questionnaire which is base
of my project. I am grateful to all the people who have directly
and indirectly helped me in the completion of the project.
 Chapter-1.
Introduction of online education

INTRODUCTION
 1.1 What is online education?

 Online education is a form of education where students use

their home computers through the internet. For many
nontraditional students, among them all those who want to
continue working full time or raising families, online
graduations and courses have become popular in the past
decade. Often online graduation and course programmes,
some of which are conducted using digital technologies, are
provided via the online learning portal of the host
universityOnline education is a form of education where
students use their home computers through the internet. For
many nontraditional students, among them all those who want
to continue working full time or raising families, online
graduations and courses have become popular in the past
decade. Often online graduation and course programmes,
some of which are conducted using digital technologies, are
provided via the online learning portal of the host
universityOnline education is a form of education where
students use their home computers through the internet. For
many nontraditional students, among them all those who want
to continue working full time or raising families, online
graduations and courses have become popular in the past
decade. Often online graduation and course programmes,
some of which are conducted using digital technologies, are
provided via the online learning portal of the host
universityOnline education is a form of education where
 students use their home computers through the internet. For
many nontraditional students, among them all those who want
to continue working full time or raising families, online
graduations and courses have become popular in the past
decade. Often online graduation and course programmes,
some of which are conducted using digital technologies, are
provided via the online learning portal of the host university

 “Online education is electronically supported learning

that relies on the Internet for teacher/student interaction
and the distribution of class materials.”

1.2 What is covid-19 pandemic?

 COVID-19 is a disease caused by a new strain of coronavirus.

'CO' stands for corona, 'VI' for virus, and 'D' for disease.
Formerly, this disease was referred to as '2019 novel
coronavirus' or '2019-nCoV.'

1.3 Before covid-19 online education is popular or

not?
The COVID-19 has resulted in schools shut all across the
world. Globally, over 1.2 billion children are out of the
classroom.

As a result, education has changed dramatically, with the

distinctive rise of e-learning, whereby teaching is
undertaken remotely and on digital platforms.

Research suggests that online learning has been shown to

increase retention of information, and take less time,
meaning the changes coronavirus have caused might be
here to stay.

Even before COVID-19, there was already high growth and

adoption in education technology, with global edtech
investments reaching US$18.66 billion in 2019 and the
overall market for online education projected to reach $350
Billion by 2025. Whether it is language apps, virtual
tutoring, video conferencing tools, or online learning
software, there has been a significant surge in usage since
COVID-19.

1.4 What are the problems students facing due to

online education (eLearning )?
 eLearning, being the latest wave of education, is already
having a fair show despite posing challenges for both
instructors and students. While instructors need to put in
intensive work and time to design the instruction, students need
to equip themselves with technical proficiency to decode the
course material. There are 5 common problems faced by
students in eLearning classes and which they need to be solved
through proper initiatives for the students’ future benefits:

1. Adaptability Struggle.  
Switching from traditional classroom and face to face
instructor training to computer-based training in a virtual
classroom makes the learning experience entirely
different for students. Their resistance to change doesn’t
allow them to adapt to the online learning environment,
whereas it takes time for them to get accustomed to
Course Management Systems (CMS) and the methods of
computer-based education. While passive listening and
notes taking are expected in a traditional classroom,
online discussions or creating a web page demand
springing into action. Students with a “traditional”
mindset find it difficult to adapt; however, they need to
accept the new learning circumstances with an open
mind and heart. Understanding the benefits of eLearning
and even discussing them with their peers may change
this mindset and better prepare students for online
classes.
2. Technical Issues.
Many students are not provided with the high bandwidth or
the strong internet connection that online courses require,
and thus fail to catch up with their virtual classmates: Their
weak monitors make it hard to follow the Course
Management System and their learning experience
becomes problematic. Moreover, most of them live off
campus and find it difficult to keep in tune with the
technical requirements of the chosen course. Some of them
don’t even own computers and seek help in Learning
Resource Centers for technical assistance. The only
solution to this problem is knowing exactly what kind of
technological support they will need for a certain course
before enrolling in it, as well as properly equipping
themselves for the course’s successful completion.

3. Computer Literacy.
Although students are generally tech savvy, and thus able
to manage computers well, lack of computer literacy is a
major issue among students today. Many of them cannot
operate basic programs such as Microsoft Word and
PowerPoint and therefore are not able to handle their files.
Furthermore, many students find fixing basic computer
problems troublesome, as they have no knowledge in this
area. However, technological proficiency is a must for
following online courses, as it enables students to manage
their assignments and courseware in an organized manner
without struggling. Basic courses in computer literacy
enhance students’ knowledge in the field; having a
fundamental knowledge of computer hardware would help
 them participate in online classes without interruptions and
hindrances.

4. Time Management.
Time management is a difficult task for eLearners, as
online courses require a lot of time and intensive work.
Furthermore, whereas it is mostly adults who prefer web-
based learning programs for their place and time flexibility,
they rarely have the time to take the courses due to their
various everyday commitments. A regular schedule planner
would be a significant help to these learners, as they could
even set reminders for their courses and assignments.

5. Self-Motivation.
Self-motivation is an eLearning essential requirement;
however, many online learners lack it, much to their
surprise. After enrolling in distance learning courses, many
learners fall behind and nurture the idea of giving up, as
difficulties in handling a technological medium also seem
insurmountable. Students need to find the motivation to
follow the new educational trends and also properly equip
themselves for future challenges in their education and
careers. Only a positive attitude will help them overcome
the challenges in eLearning; though this is hard to practice,
students need to understand that it is necessary in order to
reap the eLearning’s benefits in the future.

1.5 advantages of online education:-

1) Online courses are convenient :-
The biggest advantage of an online course is that your classroom
and instructor (theoretically) are available 24 hours a day, seven
days a week. Your only excuse for missing class is not getting
online! Otherwise, everything is available to you. You can get
announcements, access notes, review assignments, take practice
quizzes, discuss questions, chat with fellow students and study any
time you want. Other than certain due dates, you make your own
schedule for completing the requirements of the course.
2) Online courses offer flexibility:-
You can study any time you want. You can study with whomever
you want. You can study wearing anything you want (or nothing if
you prefer!) Online courses give you the flexibility to spend time
with work, family, friends, significant others or any other activity
you like. You still have to complete the work (and this flexibility
can be your downfall; see disadvantages) but for many people, with
continually changing work schedules or people who make frequent
business trips, parents with small children, students caring for
others or whose health prevents them from making it to campus on
a regular basis, students whose friends or boyfriend/girlfriend drop
in unexpectedly, or for those days when the surf and/or snow is
wicked, this method of course delivery can't be beat.

3) Online courses bring education right to your home:-

Online students often find that their family, friends and/or boy-girl-
friends get involved in the course. Oftentimes, a student will study
with that special someone present. Children may take an interest in
the online environment. Parents may look over the shoulder of an
online student while they are surfing across the web. In short,
everyone in the household gets involved in learning. Having the
support of your family and friends makes you more likely to
succeed.

4) online courses have financial benefit:-

Although you may think that buying a computer and paying for
Internet access is pretty expensive, consider what it would cost you
in gas and parking each month if you were driving to campus.
Consider the costs of eating out versus eating at home. Consider
the costs for child-care, pet care or any other kind of care that you
need to provide while you are away from home. Consider the costs
of missing work to make classes or not being eligible for a
promotion because you can't attend classes to advance your
educational level. These are very tangible benefits of having access
to education at home.

5) online courses connect you to global world:-

No technological invention in the history of man has connected the
people of the world like the Internet. While there is still a huge
disparity between those who have access to the Internet and those
who don't, the mere fact that any of us can communicate across the
globe speaks to the importance of this medium. Many times the
web sites you visit in a course will o be based in another country.
What better place to find out about the works of Michelangelo than
to go to Italy (virtually, of course)? What better way tn learn about
the Amazon rain forest or the history of China or the customs of
islanders in the South Pacific than to visit those places online? And
if you participate in global learning days or other online events,
you may even meet and make friends with someone in another
country. It is a small world, after all.
1.6. Disadvantages of online education:-

1) Online student feedback is limited

In traditional classrooms, teachers can give students immediate
face-to-face feedback. Students who are experiencing problems
in the curriculum can resolve them quickly and directly either
during the lecture or during the dedicated office hours.
Personalized feedback has a positive impact on students, as it
makes learning processes easier, richer, and more significant, all
the while raising the motivation levels of the students.
E-Learning, on the other hand, still tends to struggle with
student feedback. Students completing regular assessments
become dissatisfied when they experience a lack of personalized
feedback.

2) E-Learning can cause social Isolation

The E-Learning methods currently practiced in education tend to
make participating students undergo contemplation, remoteness
and a lack of interaction. As a result, many of the students and
teachers who inevitably spend much of their time online can
start experiencing signs of social isolation, due to the lack of
human communication in their lives. Social isolation coupled
with a lack of communication often leads to several mental
health issues such as heightened stress, anxiety, and negative
thoughts.
3) Cheating prevention during online assessments is
complicated
Unfortunately, one of the biggest disadvantages of E-Learning
continues to be cheating through various methods. Compared to
on-campus students, online students can cheat on assessments
more easily as they take assessments in their own environment
and while using their personal computer. The students cannot be
directly observed during assessments without a video feed,
making cheat detection during online assessments more
complicated than for traditional testing procedures. Additionally,
without a proper identity verification system in place, students
taking online assessments might be able to let a third party take
the assessment instead of themselves, resulting in a wholly
fraudulent test result.

4) Online learning is inaccessible to the computer illiterate

population
96% of Americans own mobile devices, and around 73% of
Americans own a personal computer. Therefore, it would be
easy to argue that online education is easily accessible to most
people. However, these statistics don’t paint the whole picture.
Despite the booming growth in technological capabilities, the
rates of computer literacy are still far from perfect. The OECD
average percentage of computer illiterate people hovers around
25%, meaning that a quarter of the population will have major
trouble in accessing E-Learning as an educational method. And,
these are OECD countries we are talking about, which are
considered developed countries with a high-income economy.
in other parts of the world, the situation is often direr. In India,
for example, despite the country being one of the major players
in the world of E-Learning, there is still a large gap in computer
literacy in the population. Until such gaps in society exist, online
education will not be able to reach all citizens.  

5) E-Learning is limited to certain disciplines

All educational disciplines are not created equal, and not all
study fields can be effectively used in e-learning. For now, at
least. E-Learning tends to be more suitable for social science
and humanities, rather than scientific fields such as medical
science and engineering which require a certain degree of hands-
on practical experience. No amounts of online lectures can
substitute an autopsy for medical students or real-life industrial
training for a budding engineer. While this could change in the
future, we are currently not yet a point where we can fully teach
all professions solely through E-Learning.  
 Chapter-2
LITRATURE REVIEW

1. In a study by pravat kumar jena,2020,’ impact of

pandemic covid-19 on online education in India’

He researches what are the measures taken by the

government of India for online education sector during
covid-19 pandemic. Moreover he also find the positive and
negative impact on online education sector in covid-19
pandemic. As a result of this research , it was found that
online practice is benefiting the students immensely ,it
should be continued after the lockdown .

2. According to chanchal suri(2021) in his study ‘challenges

to online education’
 He considers that not only India but the world wide people
face the problems in online education sectors due to world
wide lockdown .in research he concluded that the
challenges faced by students in the virtual classroom
environment .

3. Mohammad Mahyoob (2021) from his study, ‘challenges

of e-Learing during covid-19 pandemic experienced by
English languages learners’

The study aims to explore and investigate online learning

Challenges , and
problems during covid-19 encountered EFL learners
The study found out that learners encountered difficulties in
accessing the Blackboard platform. About 30% of learners
missed the classes and other tasks using Blackboard, and they
shifted to alternative applications during online learning. The
study reveals that the major challenges encountered by EFL
learners in online learning were technical issues. Some learners
faced internet connectivity problems, accessing classes, and
downloading courses’ materials problems. Online exams could
not be opened on learners’ mobile phones. Regarding language
communication issues, learners could not effectively interact
with teachers during virtual classes of English language skills, as
revealed in learners’ responses to open-ended questions. EFL
learners’ satisfaction with online learning is low; less than 50%
are satisfied with online learning, whereas 14% of learners are
not satisfied with online learning, and 43 % of learners are not
fully supporting continuing online education if there is no crisis.
4. Deepti Khanna(2020) in her study , ‘problems faced by
students teachers during online education due to covid-19
and how to resolve them.

she analyze some issues like internet connectivity problems

and basic understanding of technology and other such
problems. The result of the study stated that most people
faced internet problems and did not have the knowledge to
use and solve problems related to technology.

5. Yi yang (2021) study, students perception towards the

quality of online education in covid-19

He finds that the What is the perception on quality of

education on online classes and what are the problems he

finds during online education. This study suggested that the

online study are not meet the benchmark of online study
and the quality of online class is very poor.

6. Md .rayhanul islam (2020) ,assessing the challenges in

online class during the coronavirus pandemic in
Bangladesh

The study intends to present the key challenges in attending

the online classes faced by the students. The results the
study recommended some suggestion that might help for
policymakers to eliminate the challenges of online classes
in the future.
7. According to zhonggen yu (2021) in his study, the effects
of gender, educational level, and personality on online
learning outcomes during the covid-19 pandemic.

This study aims to investigate how to improve online

learning effectiveness during this special time. This study
revealed the effect of educational levels ,gender and
personality traits on online learning outcomes. It was
concluded that postgraduates are performing outstanding
than others.

8. Online Learning or E-Learning

Rapid developments in technology have made distance
education easy (McBrien et al., 2009). “Most of the terms
(online learning, open learning, web-based learning, computer-
mediated learning, blended learning, m-learning, for ex.) have in
common the ability to use a computer connected to a network,
that offers the possibility to learn from anywhere, anytime, in
any rhythm, with any means” (Cojocariu et al., 2014).Online
learning can be termed as a tool that can make the teaching–
learning process more student-centered, more innovative, and
even more flexible. Online learning is defined as “learning
experiences in synchronous or asynchronous environments using
different devices (e.g., mobile phones, laptops, etc.) with
internet access. In these environments, students can be anywhere
(independent) to learn and interact with instructors and other
students” (Singh & Thurman, 2019). The synchronous learning
environment is structured in the sense that students attend live
lectures, there are real-time interactions between educators and
learners, and there is a possibility of instant feedback, whereas
asynchronous learning environments are not properly structured.
In such a learning environment, learning content is not available
in the form of live lectures or classes; it is available at different
learning systems and forums. Instant feedback and immediate
response are not possible under such an environment (Littlefield,
2018). Synchronous learning can provide a lot of opportunities
for social interaction (McBrien et al., 2009). Amidst this deadly
virus spread such online platforms are needed where (a) video
conferencing with at least 40 to 50 students is possible, (b)
discussions with students can be done to keep classes organic,
(c) internet connections are good, (d) lectures are accessible in
mobile phones also and not just laptops, € possibility of
watching already recorded lectures, and (f) instant feedback
from students can be achieved and assignments can be taken
(Basilaia et al., 2020).
9. Online Teaching Is No More an Option, It Is a Necessity
The major part of the world is on quarantine due to the serious
outbreak of this global pandemic Covid-19 and therefore many
cities have turned into phantom cities and its effects can be seen
in schools, colleges, and universities too. Betwixt all this online
teaching and online learning can be termed as the panacea for
the crisis. The Corona Virus has made institutions to go from
offline mode to online mode of pedagogy. This crisis will make
the institutions, which were earlier reluctant to change, to accept
modern technology. This catastrophe will show us the lucrative
side of online teaching and learning. With the help of online
teaching modes, we can sermonize a large number of students at
any time and in any part of the world. All institutions must
scramble different options of online pedagogical approaches and
try to use technology more aptly. Many universities around the
world have fully digitalized their operations understanding the
dire need of this current situation. Online learning is emerging
as a victor ludorum amidst this chaos. Therefore, the quality
enhancement of online teaching–learning is crucial at this stage.
Online education in Chinese universities has increased
exponentially after the Covid-19 outbreak. There was an
overnight shift of normal classrooms into e-classrooms, that is,
educators have shifted their entire pedagogical approach to
tackle new market conditions and adapt to the changing
situations. During this tough time, the concern is not about
whether online teaching–learning methods can provide quality
education, it is rather how academic institutions will be able to
adopt online learning in such a massive manner (Carey, 2020).
Resistance to change will not help any educational unit across
the world. They will be judged on their pace to adapt to the
changes in such a short period and their ability to maintain the
quality. The reputation of educational units is on stake and under
scrutiny. How well they behave and how well they maintain
their quality of education amidst this crisis shows their adapting
capabilities. The shift from face-to-face lectures to online
classes is the only possible solution. Indeed, academic
institutions would not be able to transform all of their college
curricula into and online resource overnight. Distance, scale, and
personalized teaching and learning are the three biggest
challenges for online teaching. Innovative solutions by
institutions can only help us deal with this pandemic (Liguori &
Winkler, 2020). There is a requirement of a quick shift to online
learning mode; therefore, the products by Google can be really
useful under such problematic situations; they are (a) Gmail, (b)
Google Forms, (c) Calendars, (d) G-Drive, € Google Hangouts,
(f) Google Jam board and Drawings, (g) Google Classroom, and
(h) Open Board Software (not a Google product, helps in
recording meetings in the form of files). These tools can
successfully be used as an alternative for face-to-face classes
(Basilaia et al., 2020).
10 .Problems Associated With Online Teaching and
Learning
There are n number of technologies available for online
education but sometimes they create a lot of difficulties. These
difficulties and problems associated with modern technology
range from downloading errors, issues with installation, login
problems, problems with audio and video, and so on. Sometimes
student finds online teaching to be boring and unengaging.
Online learning has so much of time and flexibility that students
never find time to do it. Personal attention is also a huge issue
facing online learning. Students want two-way interaction which
sometimes gets difficult to implement. The learning process
cannot reach its full potential until students practice what they
learn. Sometimes, online content is all theoretical and does not
let students practice and learn effectively. Mediocre course
content is also a major issue. Students feel that lack of
community, technical problems, and difficulties in
understanding instructional goals are the major barriers for
online learning (Song et al., 2004). In a study, students were
found to be not sufficiently prepared for balancing their work,
family, and social lives with their study lives in an online
learning environment. Students were also found to be poorly
prepared for several e-learning competencies and academic-type
competencies. Also, there is a low-level preparedness among the
students concerning the usage of Learning Management Systems
(Parkes et al., 2014).
11. Possible Solutions for Problems
A lot of issues are attached to online education but we cannot
ignore the perks of it in times of such crisis. We can always have
solutions to fix these difficulties. Technical difficulties can be
solved through prerecording video lectures, testing the content,
and always keeping Plan B ready so that the teaching–learning
process cannot be hampered. Online courses should be made
dynamic, interesting, and interactive. Teachers should set time
limits and reminders for students to make them alert and
attentive. Efforts should be made to humanize the learning
process to the best extent possible. Personal attention should be
provided to students so that they can easily adapt to this learning
environment.
Social media and various group forums can be used to
communicate with students. Communication is the key when it
gets difficult to try reaching out to students via texts, various
messaging apps, video calls, and so on—content should be such
that enable students for practice and also hone their skills. The
quality of the courses should be improved continuously and
teachers must try to give their best. Online programs should be
designed in such a way that they are creative, interactive,
relevant, student-centered, and group-based (Partlow & Gibbs,
2003). Educators must spend a lot of time in making effective
strategies for giving online instructions. Effective online
instructions facilitate feedback from learners, make learners ask
questions, and broaden the learner horizon for the course content
(Keeton, 2004). Institutions must focus on pedagogical issues
and emphasize collaborative learning, case learning, and project-
based learning through online instructions (Kim & Bonk, 2006).
The challenge to educational institutions is not only finding new
technology and using it but also reimagining its education,
thereby helping students and academic staff who are seeking
guidance for digital literacy.
12.Online Distance Learning versus Face-to-Face
Comparative Studies
A large number of studies, before pandemic, compared face-to-
face with online distance courses in terms of university student
performance, as well as many other academic and demographic
variables of students. For example, Soesmanto and Bonner [8]
evaluated a dual mode design in which students of year one of a
business school at the Griffith University in Australia have the
option to undertake the same statistics course in a face-to-face
mode and/or an online mode. The comparative analysis
suggested no significant differences in learning satisfaction and
academic performance of the two cohorts within the dual mode
system. In a similar study done in California State University,
Tan [9] suggested that, with proper training and support of
technology, university instructors are delivering both the on-
ground and online sections of a business technology course with
the same effectiveness as measured by students’ grade points.
For a different type of courses, Lorenzo-Alvarez et al. [10]
found that a radiology course taught online at a university in
Australia resulted in similar academic outcomes to F2F learning.
In their online vs. face-to-face comparative study, Cavanaugh
and Jacquemin [11] compared grade-based learning outcomes
between online and face-to-face course taught at Ohio
University, using a large dataset of 5,000 courses taught by over
100 faculty members over a period of ten academic terms at a
large, public, four-year university. Given the large scale of the
study, the results suggest no difference in grade-based student
performance between instructional modes for courses where
both modes are applicable. According to the regression analysis
of the study, the primary influence on individual course grades
was student GPA. Students with higher GPAs performed better
in online courses, and students with lower GPAs performed
worse when taking courses in an online format compared to a
face-to-face format.
13.Online Distance Learning and the COVID-19
Lockdown
The research of Bozkurt et al. [13] is one of the early studies
reporting the impact of the interruption of education due to
COVID-19 pandemic in 31 countries. In addition to the
assessment of each case by country, the study highlighted major
themes that have commonly arisen in these countries from the
interruption of education during COVID-19, such as (1) the
inequity and the digital divide which have been aggravated
during the pandemic, (2) the need for alternative assessment and
evaluation methods and the needed switch to formative
assessments through both synchronous and asynchronous
means, and (3) the use of online proctoring services as a way to
control for cheating and academic dishonesty.
The research by Hjelsvold et al. [14] is also one of the first
studies which investigated educators’ feedback on the distance
learning during the COVID-19 lockdown, as a result of a survey
conducted on 303 university students and 56 educators in
Norway. The study reported that short time and lack of ready
resources were important barriers to sudden shift to distant
learning. Even though learners and educators report a lack of
practice in online education, the study declared that they both
adapted fast, showing a positive attitude towards the change.
According to the results of the survey, key factors affect the
online experience during the first weeks of distance learning,
and these are as follows: from learners’ side: feedback to
instructors, engagement in discussion forums, use of online
tutorials, and participation in group work; from educators’ side:
timely communication and clear instructions about formative
and summative assessments, exams, quizzes and assignments,
informing learners of how to get help, providing support using
synchronous and asynchronous tools, ensuring virtual place for
students-to-students and students-to-instructor online
interaction, and giving advice to students to set their study place
and schedule for an effective study-at-home experience; from
leaders and administrators’ side: timely communication with
students especially with exam regulations and petitions,
supporting learners in preparing new pedagogical approaches to
teaching as well as learning new tools, and providing a more
collective approach to the coordination of activities and
collaboration between educators.
14.Online Distant Learning and Higher Education Plans in
Egypt after COVID-19
Egypt has the largest education system in the Middle East and
North Africa region with 52,000 schools, accommodating 20
million school students, and 44 universities with 830 higher
education institutions, accommodating 3 million higher
education students [15]. In March 2020, the Egyptian
government made a set of immediate precautionary decisions to
confront the dangers of the emerging Corona virus, the most
important of which was the closure of all schools, universities,
and higher education institutions. The Egyptian Ministry of
Higher Education and Scientific Research, to ensure the
continuation of the educational process, urged higher education
institutions to apply distance education as a modality during the
lockdown [16].
In May 2020, four nation-wide surveys were administered to
assess the Egyptian experience of distance education in Egyptian
universities and higher institutes, to measure the satisfaction of
educational leaders, professors, administrators, and students, and
to set an integrated vision of the future of distance learning in
higher education in Egypt. The data
collection was based on the crowdsourcing approach, whereby
surveys were placed on various portals. A total of 106,897
participants filled the survey: 1,041 educational leaders, 11,100
faculty members, 1,258 administrative staff, 89,867 Egyptian
students, and 3,631 international students.
15.Grade Comparison Sample
The study consisted of 748 business students in the Faculty of
Business Administration, Future University in Egypt. The face-
to-face sample consists of 376 students, and those were all the
students who completed the Introduction to Programming course
(MIS2020) by face-to-face instruction mode in Spring 2019,
while the online sample consists of 372 students, and those were
the students who completed the same course but online in Spring
2020. As mentioned above, gender, GPA, credit hours
completed by students, and students’ age are considered
independent variables in the study. Of the 748 total students,
43% were female, while 57% were male. Female percentage
was approximately similar in both samples (44% female for the
face-to-face sample and 39% female for the online sample).
GPA was 3.15 on average for the overall participants and was
almost similar for both samples (3.41 and 3.02 GPA for the
face-to-face and online sample, respectively). All participants
were year two students, who on average completed around 42
and 45 credit hours for the face-to-face and online sample,
respectively. Participants’ ages were almost equal in both
samples, as illustrated in Table 1, demonstrating the sample
demographic and independent variables separated by instruction
mode.
 Chapter-3
Research methodology
 3.1 RESEARCH OBJECTIVES

 Dose online education have an effect on education

sector?
 To know students are comfortable with online education
or not?
 Find what are the problem students face in online
education , like, loss internet connectivity, less
adaptability , time management and lack of computer
knowledge.
 To identify negative and positive aspect of online
education during covid-19.
 Students are okay with gadgets like laptops and mobile
phones.

3.2 RESEARCH DESIGN

I am doing this research to identify the problems that students

facing during online education so project research design is
exploratory research as this research is conducted to
understand problem background and its variables.

3.3 SAMPLING DESIGN

Non-probability type convenience sampling methods
are used. Sample is taken from a group of people easy
to contract or reach. Because it is difficult to take the
entire universe as a sample for study.

3.4 SAMPLE UNIT

The students of any field and any age who are studying
online during covid-19.

3.5 SAMPLE SIZE

The total sample size of the study was 70 respondents.

Because it was taken for the convenience purpose.

3.6 SOURCE OF DATA

Primary data collection:-

As this is exploratory research type there will not be

primary data.

Secondary data collection:-

Google , articles, research papers , newspaper , books,

journals etc.
 3.7 DATA COLLECTION METHODS

In this research the data is collected through survey,

telephonic interview, mail interview.

3.8 LIMITATION OF THE STUDY

 In this research we use convenience sampling so it does not

represent whole population. So the results from the findings
of sample are not accurate.
 In this research the sample size was less, as it is just survey
with 70 respondents, so this research doesn’t give accurate
result.
 As this is exploratory research, it couldn’t be taken primary
data as well.
 In this research questionnaire survey method was used so
there are chances of biased answers.
 CHAPTER-4
DATA ANALYSIS AND INTERPRETESTION

Age:-
 age percentage
0-18 9.1%
18-25 81.8%
25-35 6.8%
35 and above 2.3%

Interpretation:-
From the above chart we can see it that 82% respondents are 18-25 age
group students who face the problem most after age group 0-18 only
9% students who face problems during covid-19. There is very less 2.3%
respondent who is 35 and above.
Gender:-
 gender percentage
Male 54.5%
female 45.5%

Interpretation:-
From the respondents we have surveyed that the out of total
number of respondents 54.4% are females where as males are
45.5%.

Education:-
 education Percentage
Secondary 1.2%
Higher secondary 5.6%
Graduation 45.5%
Post graduation 38.6%
doctorate 9.1%

Interpretation:-
From the survey we find it that 45.5% students who are graduate field,
post graduates are38.6% and the students from secondary are only
1.2%.

Are you comfortable with online teaching?

particular percentage
Yes 54.5
No 25
May be 20.5

Interpretation:-
From the above chart we analyzed that half of respondents(54.5%) out
of all respondents are comfortable with online teaching on the other
hand ¼ are not comfortable with online teaching and 20.5%
respondents are confused that they are comfortable or not.
How many hours are you spend on online teaching?

Particular Percentage
1hour and less 6.8%
2-3 hours 38.6%
3-5 hours 38.6%
5 and above 15.9%

Interpretation:-
The pie chart provides the information that 38.6% respondents spends
2-3 hours for online teaching and also the same percentage spend
respondents 3-5 hours on online teaching while only 6.8% students
spend time 1 hours and less than 1 hour.
From the following which app are you using for online teaching?

Particular Percentage
Google meet 81.8%
Microsoft teams 13.6%
zoom 4.6%

Interpretation:-
The chart describe that most of the students are use google meet app
for online classes around(82%). Where as 4.6% people use zoom app
for online classes and 13.6% people use Microsoft team app
respectively.
Before covid-19 do you have any experience of online platform
teaching?

particular Percentage
Yes 34.1%
no 65.9%

Interpretation:-
Before covid-19 65.9% percentage students haven’t any experience of
online teaching platform they are only familiar with tradition teaching
method on the other hand 34.1% people know about online teaching
and they also have experience as well.
Which form of teaching is more engaging and productive?

particular Percentage
online teaching 34.1%
Offline teaching 65.9%

Interpretation:-
From The chart we analyze that 65.9% students are consider that
traditional offline teaching is more engaging and productive than online
teaching.
Which problem are you face often during online teaching?

Particular Percentage
Internet connectivity 43.2%
Poor technical knowledge 15.9%
Less productive and engaging 13.6%
Less concept clarity 27.3%

Interpretation:-
The chart provides the information that the loss internet connectivity
and less conceptual clarity are the problems that students often facing
during online teaching 43.2 % and 27.35% respectively. Add, 15.9%
people face the problem of poor technical knowledge.
In practical subjects like account and maths are you face the problems
of less conceptual clarity?

Particular percentage
Yes 81.8%
no 18.2%

Interpretation:-
From the chart we can see that 81.8% people face the problem of less
conceptual clarity in practical subjects like, account and maths.
How difficult to stay focused during online teaching?

particular Percentage
Very easy 15.9%
Easy 29.5%
Moderate 31.8%
Difficult 20.5%
Very difficult 2.3%

Interpretation:-
From the chart we analyze that 31.8% give the moderate response to
stay focus during online classes, 29.5% choose that easy and 20.5%
choose that it’s difficult to stay focus during online classes.
Do you feel that online learning affecting your grade and marks?

Particular Percentage
Yes 81.8%
no 18.2%

Interpretation:-
Through the survey we find it that most of the (81.8%) people believe
that online teaching affect their marks and grades. Where as other not
believe it same.
Is all the materials for your reference is provided by your institute or
not?

Interpretation:-
The most of the institutes are provided all the materials to students
during online classes which help it to understand more clearly.
Rate your experience of online teaching?

Interpretation:-
The respondents rate the online teaching and give the same rate 36.4%
to 3 and 4 number. On the other hand 18.2% give the excellence rate to
online teaching.
Chepter-5
FINDINGS
The research conducted in Ahmedabad found out
various things about the problems that students faces
during online teaching

 Most of the student response that they are not comfortable

with online classes.

 Some of the students haven’t any proper gadget like mobile

phone and laptop and internet to attend the online classes.

 The problems that students faces often are the less

conceptual clarity and loss internet connectivity they also
face the problem of poor technical knowledge.

 Microsoft team and google meet are the most popular app
among students using for online classes.

 The 90% of students spends 2 to 5 hours daily for online

classes.

 The students face the problem in practical subjects like,

account and state.
 The student respond that the tradition teaching style (offline
classes) are more productive and engaging than online.

 Before covid-19 80% people haven’t any experience of

online classes.
 CHAPTER-6
CONCLUSION

This study provides the information about the problems that

students face during online education in sudden covid-19
pandemic. Our findings revealed that the most of the students
are not comfortable with online teaching because they find it
very boring and less engaging and productive also due to online
education it’s more effect on student marks and grades.

Moreover, through this study we find it the problems that

student often facing are less conceptual clarity and loss internet
connectivity. Apart from that during online exam there are high
chances of doing cheating by students which affect their future
as well. It’s also concluded that in practical subjects, such as ,
account and stat they face the problem of less conceptual
clarity.

With this research conclusion is that there are some problems

that students facing so the professor and government should
try to be understand and solve it as much as possible. There are
some solution of this problems that are follows:-
1) They should try to make session interesting by cracking jokes
and share something knowledge with students.
2) During online session most of the students are not give the
answer so they try to make communication more effective.
3) The government also do that the students who haven’t the
gadget at home for study online provided them free.
 CHAPTER-7
BIBLIOGRAPHY

Pravat kumar jena, 2020,’ impact of pandemic covid-19 on

online education india’.
Chanchi suri , 2021, ‘ challenges to online education’.

Mohammad mahyoob,2021, challenges of e-learning during

covid-19 pandemic experienced by English language learners’.

Deepti Khanna ,2020, problems faced by students teachers

during online education due to covid-19 and how to resolve
them.

Yi yang , 2021, student perception towards the quality of

education in covid-19

https : //ieeexplore.ieee.org/ document/9276625

https://elearningindustry.com/5- common-problems-faced-by-
students-in-elearning-overcome
https://www.indiaeducation.net/online-
education/articles/what-is-online-education.html

https://oedb.org
https://kajabi.com

https://www.jagranjosh.com

https://e-student.org
CHEPTER-8
Annexure

QUESTIONNAIRE
 Students face the problems due to online education in
sudden covid-19 pandemic.

1. Your name:-

2. Age:-
o 0-18
o 18-25
o 25-35
o 35 and above

3. Gender:-
o Male
o Female

4. Education:-
o Secondary
o Higher secondary
o Graduation
o Post graduation
o Doctorate
 5. Are you comfortable with online teaching?

o Yes
o No
o May be

6. How many hours are you spend on online teaching?

o 1 hour and less

o 2-3 hours
o 3-5 hours
o 5 and above

7. from the following which app are using for online

teaching?

o Google meet
o Microsoft team
o Zoom
o Other
 8. Before covid-19, do you have any experience of online
platform teaching?

o Yes
o No

9. Which form of teaching is more engaging and

productive?

o Online teaching
o Offline teaching

10. Which problems are you face often during online

teaching?

o Loss internet connectivity

o Poor technical knowledge
o Less productive and engaging
o Less conceptual clarity
o Other
 11. In practical subjects like maths and account are you
face the problems of less conceptual clarity?

o Yes
o No

12. How difficult to stay focused during online teaching?

o Very easy
o Easy
o modrate
o difficult
o very difficult

13. do you feel that online learning affecting your grads and
marks?
o Yes
o No

14. Is all the materials for your reference is provided by your

institute or not?
o Yes
o No
 15. Rate your experience of online teaching?

o 1
o 2
o 3
o 4
o 5

16. Suggestion:-