A

SUMMER TRAINING
PROJECT REPORT ON
“EXPLORATION OF E-LEARNING VS TRADITION
LEARNING IN INDIA WITH SPECIAL REFERENCE
OF TUTEDUDE”

For the partial fulfillment for the award of the Degree of

BACHELOR IN COMMERCE (HONOURS)
GUIDED BY: SUBMITTED BY:
Dr. Anita Tiwari STUTI SRIVASTAVA
Assistant Professor Roll No.: 192600050012
ICCMRT, Lucknow B.Com (Hons.)

INSTITUTE OF CO-OPERATIVE & CORPORATE

MANAGEMENT RESEARCH & TRAINING,
LUCKNOW
SESSION – 2021-22
i
 INSTITUTE OF CO-OPERATIVE & CORPORATE
MANAGEMENT, RESEARCH AND TRAINING
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21/467, RING ROAD INDRA NAGAR LUCKNOW -226016

CERTIFICATE

This is to certify that STUTI SRIVASTAVA, a student of Bachelor of

Commerce (Honours) Programme (Batch 2019-2022) at this Institute has
prepared a Summer Training in “TUTEDUDE” from 10 July 2021 to 10
Aug 2021 and carried out a study titled “EXPLORATION OF E-
LEARNING VS TRADITION LEARNING IN INDIA WITH
SPECIAL REFERENCE OF TUTEDUDE”. She has prepared a report
on the study carried out by her in the organization.

The Student has also made a presentation before a panel of experts at the
Institute.

CERTIFIED CERTIFIED

DR. NAMITA SRIVASTAVA DR. ANITA TIWARI

ii
Principal U.G. Programme Assistant Professor
ICCMRT
COMPANY CERTIFICATE

iii
 DECLARATION BY THE STUDENT

This is to certify that the present Summer Internship Report entitled

“EXPLORATION OF E-LEARNING VS TRADITION LEARNING IN

INDIA WITH SPECIAL REFERENCE OF TUTEDUDE” is my original

work. This Summer Internship Report fulfils the requirement of the “B.Com

(Hons.)” degree of this University. It does not form the basis for the award of

any degree or diploma from any other university or institution.

STUTI SRIVASTAVA
Roll No: 192600050012
B.Com (Hons.)

iv
 ACKNOWLEDGEMENT

I would like to express my gratitude to to INSTITUTE OF CO-OPERATIVE

& CORPORATE MANAGEMENT, RESEARCH AND TRAINING for

including summer internship programme as a course which has provided an

opportunity to gain practical working experience in the organisation.

My sincere gratitude to Miss. Harini Ramakrishnan (Company Guide) for

giving me a chance to do my internship in the Tutedude E-Leaining firm.

I acknowledge the sincere assistance provided to me from several rather

unexpected quarters during the course of execution of this study. It would be a

mammoth task to place on record my gratitude to each and every one of them

but a whole hearted attempt would be made nevertheless, least I be branded

grateful.

Lastly I would like to thank Dr. Anita Tiwari (Assistant Professor) of B.Com

(Hons.) for his valuable instruction and guidance during the internship

programme.

STUTI SRIVASTAVA
Roll No: 192600050012
B.Com (Hons.)

v
 PREFACE

As a part of the B.COM (HONS.) curriculum and in order to gain practical

knowledge in the field of management, we are required to make a report on

“EXPLORATION OF E-LEARNING VS TRADITION LEARNING IN

INDIA WITH SPECIAL REFERENCE OF TUTEDUDE”. The basic

objective behind doing this project report is to get knowledge tools of

different tools of marketing.

In this project report we discuss the different strategies of marketing and

current scenario in real estate.

Doing this Project report helped us to enhance our knowledge regarding the

different areas of investment in real estate, regarding satisfying different

needs of distinguish customers, we doing undergo many experiences related

with our topic concepts. Through this report we come to know about

importance of team work and role of devotion towards the work.

vi
 TABLE OF CONTENT

CONTENT PAGE NO.

Certificate

Declaration

Acknowledgement

Preface

1. Introduction

2. Company Profile

3. Objectives of the study

4. Research Methodology

5. Data Analysis And Interpretation

6. Findings & Recommendation of the Study

7. Limitation

8. Conclusion

9.  Bibliography

10. Questionnaire

vii
INTRODUCTION

1
 INTRODUCTION

TRADITIONAL LEARNING

In ancient times, India had the Gurukula system of education in which anyone who
wished to study went to a teacher's (Guru) house and requested to be taught. If accepted
as a student by the guru, he would then stay at the guru's place and help in all activities
at home. This not only created a strong tie between the teacher and the student, but also
taught the student everything about running a house. The guru taught everything the
child wanted to learn, from Sanskrit to the holy scriptures and from Mathematics to
Metaphysics. The student stayed as long as she wished or until the guru felt that he had
taught everything he could teach. All learning was closely linked to nature and to life,
and not confined to memorizing some information.

The modern school system was brought to India, including the English language,
originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was
confined to “modern” subjects such as science and mathematics, and subjects like
metaphysics and philosophy were considered unnecessary. Teaching was confined to
classrooms and the link with nature was broken, as also the close relationship between
the teacher and the student.

2
The Uttar Pradesh (a state in India) Board of High School and Intermediate Education
was the first Board set up in India in the year 1921 with jurisdiction over Rajputana,
Central India and Gwalior. In 1929, the Board of High School and Intermediate
Education, Rajputana, was established. Later, boards were established in some of the
states. But eventually, in 1952, the constitution of the board was amended and it was
renamed Central Board of Secondary Education (CBSE). All schools in Delhi and some
other regions came under the Board. It was the function of the Board to decide on
things like curriculum, textbooks and examination system for all schools affiliated to it.
Today there are thousands of schools affiliated to the Board, both within India and in
many other countries from Afghanistan to Zimbabwe.

Universal and compulsory education for all children in the age group of 6-14 was a
cherished dream of the new government of the Republic of India. This is evident from
the fact that it is incorporated as a directive policy in article 45 of the constitution. But
this objective remains far away even more than half a century later. However, in the
recent past, the government appears to have taken a serious note of this lapse and has
made primary education a Fundamental Right of every Indian citizen. The pressures of
economic growth and the acute scarcity of skilled and trained manpower must certainly
have played a role to make the government take such a step. The expenditure by the
Government of India on school education in recent years comes to around 3% of the
GDP, which is recognized to be very low.

“In recent times, several major announcements were made for developing the poor
state of affairs in education sector in India, the most notable ones being the National
Common Minimum Programme (NCMP) of the United Progressive Alliance (UPA)
government. The announcements are; (a) To progressively increase expenditure on
education to around 6 percent of GDP. (b) To support this increase in expenditure on
education, and to increase the quality of education, there would be an imposition of an
education cess over all central government taxes. (c) To ensure that no one is denied of
education due to economic backwardness and poverty. (d) To make right to education a

3
fundamental right for all children in the age group 6–14 years. (e) To universalize
education through its flagship programmes such as Sarva Siksha Abhiyan and Mid Day
Meal.” 

The School System

India is divided into 28 states and 7 so-called “Union Territories”. The states have their
own elected governments while the Union Territories are ruled directly by the
Government of India, with the President of India appointing an administrator for each
Union Territory. As per the constitution of India, school education was originally a state
subject —that is, the states had complete authority on deciding policies and
implementing them. The role of the Government of India (GoI) was limited to
coordination and deciding on the standards of higher education. This was changed with
a constitutional amendment in 1976 so that education now comes in the so-
called concurrent list. That is, school education policies and programmes are suggested
at the national level by the GoI though the state governments have a lot of freedom in
implementing programmes. Policies are announced at the national level periodically.
The Central Advisory Board of Education (CABE), set up in 1935, continues to play a
lead role in the evolution and monitoring of educational policies and programmes.

4
There is a national organization that plays a key role in developing policies and
programmes, called the National Council for Educational Research and Training
(NCERT) that prepares a National Curriculum Framework. Each state has its
counterpart called the State Council for Educational Research and Training (SCERT).
These are the bodies that essentially propose educational strategies, curricula,
pedagogical schemes and evaluation methodologies to the states' departments of
education. The SCERTs generally follow guidelines established by the NCERT. But the
states have considerable freedom in implementing the education system.

The National Policy on Education, 1986 and the Programme of Action (POA) 1992
envisaged free and compulsory education of satisfactory quality for all children below
14 years before the 21st Century. The government committed to earmark 6% of the
Gross Domestic Product (GDP) for education, half of which would be spent on primary
education. The expenditure on Education as a percentage of GDP also rose from 0.7 per
cent in 1951-52 to about 3.6 per cent in 1997-98.

The school system in India has four levels: lower primary (age 6 to 10), upper primary
(11 and 12), high (13 to 15) and higher secondary (17 and 18). The lower primary
school is divided into five “standards”, upper primary school into two, high school into
three and higher secondary into two. Students have to learn a common curriculum
largely (except for regional changes in mother tongue) till the end of high school. There
is some amount of specialization possible at the higher secondary level. Students
throughout the country have to learn three languages (namely, English, Hindi and their
mother tongue) except in regions where Hindi is the mother tongue and in some streams
as discussed below.

There are mainly three streams in school education in India. Two of these are
coordinated at the national level, of which one is under the Central Board of Secondary
Education (CBSE) and was originally meant for children of central government
employees who are periodically transferred and may have to move to any place in the

5
country. A number of “central schools” (named Kendriya Vidyalayas) have been
established for the purpose in all main urban areas in the country, and they follow a
common schedule so that a student going from one school to another on a particular day
will hardly see any difference in what is being taught. One subject (Social Studies,
consisting of History, Geography and Civics) is always taught in Hindi, and other
subjects in English, in these schools. Kendriya Vidyalayas admit other children also if
seats are available. All of them follow textbooks written and published by the NCERT.
In addition to these government-run schools, a number of private schools in the country
follow the CBSE syllabus though they may use different text books and follow different
teaching schedules. They have a certain amount of freedom in what they teach in lower
classes. The CBSE also has 141 affiliated schools in 21 other countries mainly catering
to the needs of the Indian population there.

The second central scheme is the Indian Certificate of Secondary Education (ICSE). It
seems that this was started as a replacement for the Cambridge School Certificate. The
idea was mooted in a conference held in 1952 under the Chairmanship of Maulana Abul
Kalam Azad, the then Minister for Education. The main purpose of the conference was
to consider the replacement of the overseas Cambridge School Certificate Examination
by an All India Examination. In October 1956 at the meeting of the Inter-State Board
for Anglo-Indian Education, a proposal was adopted for the setting up of an Indian
Council to administer the University of Cambridge, Local Examinations Syndicate's
Examination in India and to advise the Syndicate on the best way to adapt its
examination to the needs of the country. The inaugural meeting of the Council was held
on 3rd November, 1958. In December 1967, the Council was registered as a Society
under the Societies Registration Act, 1860. The Council was listed in the Delhi School
Education Act 1973, as a body conducting public examinations. Now a large number of
schools across the country are affiliated to this Council. All these are private schools
and generally cater to children from wealthy families.

6
Both the CBSE and the ICSE council conduct their own examinations in schools across
the country that are affiliated to them at the end of 10 years of schooling (after high
school) and again at the end of 12 years (after higher secondary). Admission to the 11th
class is normally based on the performance in this all-India examination. Since this puts
a lot of pressure on the child to perform well, there have been suggestions to remove the
examination at the end of 10 years.

Exclusive Schools

In addition to the above, there are a relatively small number of schools that follow
foreign curricula such as the so-called Senior Cambridge, though this was largely
superseded by the ICSE stream elsewhere. Some of these schools also offer the students
the opportunity to sit for the ICSE examinations. These are usually very expensive
residential schools where some of the Indians working abroad send their children. They
normally have fabulous infrastructure, low student-teacher ratio and very few students.
Many of them have teachers from abroad. There are also other exclusive schools such
as the Doon School in Dehradun that take in a small number of students and charge
exorbitant fees.

Apart from all of these, there are a handful of schools around the country, such as the
Rishi Valley School in Andhra Pradesh, that try to break away from the normal
education system that promotes rote learning and implement innovative systems such as
the Montessori Method. Most such schools are expensive, have high teacher-student
ratios and provide a learning environment in which each child can learn at his/her own
pace. It would be interesting and instructive to do a study on what impact the kind of
school has had on the life of their alumni.

State Schools in India

Each state in the country has its own Department of Education that runs its own school
system with its own textbooks and evaluation system. As mentioned earlier, the

7
curriculum, pedagogy and evaluation method are largely decided by the SCERT in the
state, following the national guidelines prescribed by the NCERT.

Each state has three kinds of schools that follow the state curriculum. The government
runs its own schools in land and buildings owned by the government and paying the
staff from its own resources. These are generally known as government schools. The
fees are quite low in such schools. Then there are privately owned schools with their
own land and buildings. Here the fees are high and the teachers are paid by the
management. Such schools mostly cater to the urban middle class families. The third
kind consists of schools that are provided grant-in-aid by the government, though the
school was started by a private agency in their own land and buildings. The grant-in-aid
is meant to help reduce the fees and make it possible for poor families to send their
children. In some states like Kerala, these schools are very similar to government
schools since the teachers are paid by the government and the fees are the same as in
government schools.

ONLINE LEARNING

The number of courses delivered online is substantially increasing every year,

along with the number of online degrees (Allen & Seaman, 2011; Tallent-Runnels
et al., 2006). Allen and Seaman (2011) report on the growth of online enrollments
in recent years, survey results of academic leaders of over 2,500 institutions of
higher education which over 65% indicated online learning is a critical part of
their long-term strategic plan. According to their report, the rate of growth in
online enrollments is ten times that of the rate in all higher education and since
2003; online enrollments have grown by 358%. The prediction is that there will
be 22 million online students by 2014 with the size of market for online learning
estimated to exceed 69 billion dollars by 2015 (Hezel Associates, 2005). Therefore,
online education is a top priority of higher education in the 21st century (Bagnato,

8
2004). The literature has covered a wide range of topics on online education
which include advantages, disadvantages, quality, and how to deliver online
courses (Bisoux, 2002; Granitz & Greene, 2003; Hollenbeck, Zinkhan, & French,
2005; Peltier, Schibrowsky, & Drago, 2007; Smith, 2001). In addition, there is an
ongoing debate as to the criteria to be used to determine what courses are more
suitable to be offered online as well as ownership and uses of intellectual property
created as an online course is developed (Ambient Insight, 2009; Ellin, 2000).

The planning and design of an online course should be different than the planning
and design of the same course taught in the traditional classroom. This fact is often
not understood and online courses are taught in the same way as traditional
courses without finding more suitable designs to deliver courses in an online
environment (Dolezalek, 2004).

The main issue teaching in online and offline environments is not teaching
students face-to-face or not. It is rather, how to effectively use technology in online
courses to design the course and deliver it to ensure student learning and
accomplishing objectives of the course (Scardamalia & Bereiter, 2006). Further,
effectively choosing and encouraging use of technology to add value to the

9
course. For example, increase student involvement by encouraging frequent
participation using discussion boards. Also, improve collaboration and
commination by setting up virtual teams to use collaboration and communication
technologies.

In recent years, the importance of project management (PM) has significantly

increased in industry and as the result the number of PM course offerings in higher
education has increased. Organizations are interested more than ever in hiring
graduates with a strong knowledge of project management and strong project
management skills. This is mainly due to high rate of project failure in
organizations. The Standish Group issued a popular report appropriately named the
Chaos Report providing the results of a survey which gathered data on reasons for
information technology project failures. This report provided an early warning on
software project failures, 84% of software development projects fail (Chaos Report,
1995). Many institutions are now offering graduate and undergraduate project
management courses to meet the high demand of organizations for effective
project managers. Some institutions are also offering graduate certificates and a
degree in project management. Many institutions have already started, or are
planning, to deliver these courses online, in addition to the traditional classroom
setting. In PM courses, communication, dialogue, critical thinking, problem-
solving, and team building (often referred to as soft skills) are greatly emphasized,
which creates a unique challenge in offering this course online. In order to face this
unique challenge, a methodology is proposed to more effectively design and deliver
an online PM course to take advantage of the opportunities online technology has
presented. The purpose of this research is to emphasize differences between the
design and delivery of an online PM course compared to a traditional offline PM
course, and to demonstrate challenges including virtual teamwork in an online PM
course. A methodology is presented for this purpose, and some potential
components are introduced. The suggested components are based on the literature,

10
best practices and the experience of the course instructors which should provide
guidelines on how to plan, develop and deliver PM courses more effectively.
The findings of this research should increase awareness of differences between the
design and delivery of online and offline courses in general and the PM course in
particular. Further, the findings provide guidelines for effective design and
delivery of an online PM course. Pitfalls associated with teamwork co-located
and virtual teams are presented and suggestions are made for more effective
ways of teaching teamwork and how to make virtual teams more effective in an
online PM course. It can be argued that teamwork can be removed from the
requirements of the PM course. However, teamwork skill is greatly emphasized
by the employers and accreditation bodies are encouraging teamwork component
in the curriculum. The graduates are increasingly expected to work on projects as a
team not only co-located, but also virtual teams as business globalization is
emphasized. In fact, one of the main purposes of the PM is team building and
teamwork.

ONLINE COURSE DESIGN AND DEVELOPMENT

A methodology for developing an online PM course would have many components

in common with many other types of online courses. Many of the activities
involved in any online course such as tests on content, discussion groups and
submission of work products would be the same for a PM course. Since the course
content involves soft skills, such as management and leadership, fruitful discussion
forums can be created around the various topic areas allowing students to post
comments, short essays and links to papers or articles on the web. The online
platform provided by much course management software today, such as
“Blackboard” allows for the creation of a learning community centered in the
knowledge areas of PM. In many ways, an online course platform provides a useful

11
learning area, whether the course is online or offline, acting as a virtual “war
room” in which the students and professor can interact.

Palloff and Pratt (1999) provide a number of suggestions for managing an

online course that will create a community of learners. A major point in the
book is that interaction via the web is different from classroom interaction; it
draws on different skills from both students and professor than face-to-face
meetings in a classroom. An online course has a way of democratizing the class
experience by emphasizing written communication skills as the primary vehicle
of expression and by eliminating many social cues such as dress, physical
appearance and body language. An online course also introduces delay in the
communication process, a delay between when something is posted, when it is
read, and when a response is posted. The major form of establishing that a
communication has been heard is to post a response and if the discussion groups
are not being updated several times a day with postings from students and the
professor, there is a tendency for students to drop out of the conversation. The
richness of face-to-face conversation has to be replaced with a rich version of a
written conversation. Borich (2004) identified five classroom teaching
strategies, namely direct instruction, indirect instruction, questioning strategies,
self-directed learning and cooperative learning. These strategies can be adopted
for online courses (Borich, 2004; Glass, 2006). Table 1 show these classroom
teaching strategies with appropriate IT technology for possible use in an online
teaching environment.

Coppola et al. (2000) suggests that an important factor for effective online
learning are high-quality and highly motivated students. At the beginning of an
online course, the students should complete a self-assessment with an instrument
such as the “Self Evaluation for Potential Online Students” published on the web
by the Illinois Online Network. A self-assessment gives the student an
opportunity to determine if online learning fits their circumstances, lifestyle,

12
and educational needs. The questionnaire raises some basic issues to help the
students decide if an online program is right for them. This survey also provides a
professor with a self-assessment as to whether the instructor is comfortable with
the activities necessary to deliver an online course. Some example questions
are: Are you comfortable using technology? Are you comfortable
communicating in writing? Are you self-motivated and self-disciplined?

The first component of an online course development methodology to consider is

the environment (Coppola et al., 2000). In the online environment the “same time
same place” meeting and work environment of the classroom is replaced by either
a “different time different place”, completely asynchronous, or a “same time
different place”, synchronous environment using web based collaborative
presentation software possibly including online video or audio conferencing.
This technology is also provided by many course management software
applications. The preference of students and instructors on this issue are
important.

The question of the effectiveness of teaching a PM course in a completely

“asynchronous” environment is important. Courses that are mainly focused on
“content” (terms, definitions, concepts and theory) are usually more suitable
for this “asynchronous” environment. However, if the objective is also
interaction among students and between students and professor to develop good
interpersonal skills in communication, dialogue, leadership, management, and
project teamwork, an “asynchronous” environment may not well support some
types of activities such as presentations, meetings, interviews and questioning of
team members about work status. Thus, different technologies were
experimented to simulate “synchronous” environment in online courses
including television technologies. Webster and Hackley (1997) presented
several issues with using television technologies to synchronize in online
courses and one was the feeling of being disconnected from the professor and

13
classmates that reduced student attention. More current technologies in use
today for synchronization are presented later in the paper.

In the proposed methodology “virtual” teamwork is recommended to replace

the group and team projects normally assigned in a traditional offline PM class.
The interactions of students between themselves and their instructor are
necessary in a traditional PM class and are no less essential, although more
difficult to accomplish, in an online environment. Students should be given an
opportunity in an online course to gain valuable experience working with real
virtual teams solving realistic problems.

An important issue for the methodology is how to package and deliver the
course content. The content of a PM course can be partitioned into major topics
along the lines of the Project Management Body of Knowledge (PMBOK)
provided by Project Management Institute (PMI). Each module can cover a
major topic from the PMBOK with the various topics linked together with
various activities into a cohesive whole. Additional modules can be created
on more specific topics such as Function Point analysis, Earned Value,
PERT/CPM, GANTT Charts, and financial return on investment analyses just to
name a few. The PM software such as MS Project can be divided into several
modules, including an advanced module on how to best use and apply this
software.

The guidelines for design and development of an online PM course start with
prior research on best practices in teaching and learning, including some resent
research on how to make the online learning environment more effective. The
best practices in teaching include the following suggested by Frye, 2009.
Engage students in active learning experiences; Set high, meaningful
expectations; Provide, receive, and use regular, timely and specific feedback;
Become aware of values, beliefs, preconceptions and unlearn, if necessary;

14
Recognize and stretch student styles and developmental levels; Seek and
present real-world applications; Understand and value criteria and methods for
student assessment; Create opportunities for student-faculty interactions;
Create opportunities for student-student interactions (critical questions and
discussion groups) ; Promote student involvement through engaged time and
quality effort.

Recently, more suggestions are made to improve learning in online courses. For
example, Rossin et al. (2009) have shown a very positive effect of “flow” in an
online course which is a psychological state associated with improvement in task
performance and learning outcomes. The theory of flow suggests a better
engagement of individuals and therefore more learning with tasks that are
challenging. Individuals are more attentive, focused

and able to concentrate on the task when they are in a state of flow.
Csikszentmihaly (1988) identifies six dimensions to determine if a person is in
fact in the flow while performing a task: focused concentration, margining of
activity and awareness, perceived control, transformation of time, transcendence of
self and autotelic experience. This shows the importance of flow in design and
delivery of an online course such as PM to improve the learning outcomes.
Students can be better engaged in the course by asking them to participate on
discussion of different current topics and case analyses. They should be
provided with constant feedback and direction. They should be challenged by
asking them to work on multiple-part problems and running cases. They should
be asked to work on problems requiring research. They should be asked to
work on team projects. Finally, they should be encouraged to check the course
site often for new activities and updates. Incentives and awards should be given
in terms of credit points to further improve student engagements and
interactions. Students should compete for these points. It is important to create
an exciting environment with the online course such that students are eager to

15
access the course site for work, interaction and feedback. A challenging
environment should increase the effort and engagement and therefore, learning.

Kamis and Kahn (2009) present Kolb’s (1976) learning cycle and Huber’s
(1980) problem solving approach and how they relate to effectively teaching
students problem solving skills, and improving learning outcome. While Kolb is
focusing on sequencing of problems, Huber is focusing on sequencing of steps
within a single problem. The effective approach to use in PM is learning-by-
doing, applying the concepts to solve real-world projects. Kamis and Kahn
(2009) argue concrete problems are more demanding and thus more challenging,
and suggest the sequence of concrete-abstract-concrete. This makes abstract
problems easier when followed by the concrete problems. In general, individuals
work harder when demanding work is expected (Foos, 1992), and they rise to a
challenge. This relates well with the flow theory that students are more engaged
and focused when they are challenged. Therefore, students should first be
presented with concrete problems that require following step-by-step procedure
and inst ructions. They should be given feedback, and the instructor should
make sure they are on a right path to solve the problem. They should then be
introduced to abstract problems and another set of concrete problems at the end of
the course. In a PM course students should be presented with the concepts and be
asked to work on a series of small projects with predetermined solutions. They
then should be asked to work on a team project of their own and, possibly, some
short cases. They should be presented with a few more small projects with
predetermined solutions at the end to wrap up the course.

The author has been teaching graduate and undergraduate PM Courses in

traditional mode of delivery for many years and recently teaching this course
online using different course management software for online delivery. The
author was somewhat skeptical that a PM course could be effectively delivered
online when first starting to design this course online. This skepticism was

16
supported by research finding (Tanner, Noser, & Totaro, 2009) focusing on
perception, and comparing faculty and student assessment of online learning
that faculty are less inclined to want to teach an online class than students are
inclined to want to take them. It was very clear from the start that the design of
online PM course will be different than teaching it offline. This is particularly
true because of significant teamwork activities involved in a PM course and
therefore, it was a challenge to have students who have never met form and
build their teams, spend significant amount of time interacting using
communication technologies with no experience, and propose and complete a
project successfully on time and within budget. This teamwork activity is quite
a challenge in a traditional classroom and even more of a challenge online.

A comparison of students’ performance between the traditional class and the

online class was performed. The students’ performance was assessed similarly
between the online PM course and the classroom version of the course. The
same assessment tools were used in both online and offline classes and the
workload in the two classes was comparable.

The students were inquired about their experience in the course at the end of
the semester. The most often expressed positive factor was the increased
flexibility, and convenience of online courses, followed by the ability to learn at
your own pace and the ability to access cou rse content anytime, anywhere. The
most significant and often expressed negative factor was teamwork issues. For
example, issues related to teamwork salient to participants were coordination,
cooperation, collaboration and communication. Other factors cited often by the
students were effective interaction with professor and others, including team-
members, discussion, which can also be related to teamwork. This is not
surprising since in a PM course, teamwork is very important. Table 2 presents
the students primary negative factors which were mostly cited of an online PM
related to teamwork, discussion and interaction. Table 3 presents the students

17
secondary factors also cited as being negative factors of an online PM course.
For example, some participants expressed the view that the online course gave
them less exposure and less of an opportunity to learn from the professor’s
personal professional experience.

The students’ negative primary and secondary factors of online PM course

support the notion that planning for an online course is substantially different
than an offline course, and the instructors concern of effective teamwork and
virtual team activities in the course. The online students clearly had problems
communicating and interacting using technologies which might suggest
teamwork in online PM courses may not be as effective as traditional classroom
PM courses. The students often experience difficulty working as a team even
when face -to-face meetings are possible. Adding the requirement for virtual
teams significantly complicated the course. Many of the teams had problems
cooperating, col laborating, communicating and coordinating their work. Students
were dropping the course due to team problems (the online course had about a
20% drop rate compared to 5% for traditional graduate classes). Hence, one
should not assume methods used traditionally in-class to form the teams for
teamwork would be effective online.

In retrospect, to expect students to know how to work in virtual teams was an

unreasonable expectation. Individuals who have experience working in face-to-
face teams still have problems when they switch to a virtual environment. In
developing a PM course, an important component must be to facilitate the
process of forming and working together in virtual teams. The quality of online
courses can be improved by structuring the course to use communication
technology to support audio/video teleconferencing (Glass, 2006). The course
management software has a “Live Classroom” function which allows instructors
to add interactive lectures to their courses creating a "classroom" feel to any
online course. This function includes full audio, video and chat capabilities, as

18
well as power point presentations and a whiteboard. However, from the
instructors’ experience, the video component does not always work and the
quality and reliability of the audio is not always acceptable. Many attempts to
hold a live classroom meeting and team presentations have failed. One should
expect that not all students attend, some who sign on cannot be heard and some
cannot hear the instructor. Therefore, one should not assume the reliability of
technology all the time, and they should be required to check and test all their
equipment for functionality ahead of time. The students should be provided with
guidelines for this test and ask them to run a wizard to make sure everything is
in proper order well in advance of the meetings. They should be told clearly at
the beginning of the semester of the hardware and software requirements and
to expect some failures.

The teams should be asked to prepare audio power point presentations to

upload to the course management software, so it can be made available to all
students as a backup plan. One possible problem with this approach is often
large size of the audio files. Another lesson learned is that any attempt at
conferencing (chat, discussion groups, audio and or video) should be limited to
small groups and trying to conference or use the course management software
discussion feature with a large class is problematic. A good practice is to have
online meetings with each team separately.

An online discussion needs to be facilitated, and the students should be

encouraged to participate. The participation and discussion should be graded
and expectations should be defined. The students should be provided with a
checklist and rubric for discussion expectations and how they will be graded.
The students should also be encouraged to follow netiquette which is a set of
rules for online communication. A list of netiquette rules should be provided to
students.

19
Asynchronous learning is preferred by students, “anywhere, anytime learning.”
The asynchronous discussions have many advantages as students will spend
more time thinking and reflecting about what to say and sometimes they do
research before responding. This should help improve learning as opposed to
classroom setting that they have to respond quickly before moving on to another
topic. Further, the students can participate without being in one place and time.

The need for the development of a methodology is clear to successfully offer an

effective online PM course. In addition to suggested components for this
methodology, the comments of students are given on their experience. Therefore,
the following should be considered and included for a methodology to be
effective.

 Students want the added flexibility of taking classes online, especially in

graduate programs. Student experiences with online courses have basically
been positive.

 Project Management presents a special set of problems for an effective online

cou rse because of the need to teach skills related to communications,
dialogue, critical thinking, interpersonal skills, team building and teamwork

 Teaching strategies for an online PM course should incorporate a modular

approach to content delivery along with the following:

o Online audio clips, audio Power Point, online conferences (audio

and /or video). The course should not be completely asynchronous.

o Online video clips, tutorials, as needed.

o Constant mentoring in Chat/E-mail/Threaded discussion among

students, and between students, instructors and tutors needed.

20
o Case studies, simulations, computer-based activities, hands-on
activities, realistic team projects and online team presentations.

o Online audio clips, audio Power Point, online conferences (audio

and /or video). The course should not

o Instructor's lectures in notes, syllabus, Power Point slides, Word

or PDF document format; articles, web resources, textbook

o Teaching students how to form and effectively work in a virtual team

environment.

21
COMPANY PROFILE

22
 COMPANY PROFILE

Tutedude focuses on catering the young creative minds of India. Our aim is

to ensure that they get mentored by the best so that they themselves can be the

best. To turn this into reality, we have taken up this initiative. The perks are that

they would get mentorship by the successful people. This would also help them

shorten their failure or struggle curves and reach their goal faster than ever

before. We have listed some of the skills we are mentoring on at present. Those

who want to learn any skill by experts in their respective field can learn by

registering through us.

Tutedude is a tribe of people from all over the world, having diverse mindsets

and personalities, learning and growing together. It’s a platform where people

can showcase their talent, discuss their problems, talk about trending topics and

build a network stronger than any bond. Focusing on holistic development of our

members along with us, we believe in learning, working, and growing together.

We talk, connect, achieve and celebrate as a tribe.

23
We are a family where we support each other and guide through real life

problems while learning from each other. We are a platform for your skill

development and building a better future.

 Provides people with an environment where they can discuss their issues

and can open up without any fear of judgement.

 Discusses various social issues and contribute towards society in many

ways through our various drives under various community outreach

programmes.

 Provides courses and knowledge meets to school/college students for

enhancement of their skills.

 Organizes various parties/events/trips/excursions for recreational purposes.

VISION

To make education easily accessible to everyone.

I, Shivam Goyal (undergrad at IIT Delhi), always wanted to do a startup but was

always engaged in college activities and was directionless on how to move

forward then an idea struck that everyone needs a mentor in his/her life. And then

the tutedude started. Even while making the website and app I wished I already

had the platform because there was a dire need of mentoring in web development

and app development.

24
PREMIUM QUALITY COURSES

Best curated content made by experts for the industry demands

1:1 Live Doubt Solving and mentorship

Get live lecture experience at your own pace and time with one on one doubt

solving and personal mentorship

Awesome Projects and Assignments

Work on some amazing projects to apply the knowledge you got in the course

practically.

Actually through some amazing ways and now guessing what? Have a look

 Certificate Courses

 Knowledge Meets

 Literary Events

 Group Discussions and Debates

 Gaming Nights

 Trips and Excursions

 Parties

 Entrepreneurship Boot Camp

25
26
27
Our courses are curated to aim at holistic development of #Tribesters realising

the importance of honing new skills outside of our age old conventional

curriculum. We are striving to help students to build their core competencies in

order to help them to build a better future for themselves and the nation.

Our #Tribesters discuss social issues and trending topics with a vision to create

more awareness about general happenings of the world and social issues. Our

driving force is to serve the society that we live in and spread happiness and

positivity among people.

28
Our courses are curated to aim at holistic development of #Tribesters realising

the importance of honing new skills outside of our age old conventional

curriculum. We are striving to help students to build their core competencies in

order to help them to build a better future for themselves and the nation.

We organize various events, trips, parties and excursions to help students build a

strong network. Tribesters not only grow and learn together but celebrate and

have fun together as well. We are here to develop a feeling of friendship,

empathy, belongingness and attachment.

29
BUILD A STRONG FOUNDATION FOR A BETTER TOMORROW

The opportunity or possibility to do or deal with something.

Homeflic Wegrow SCOPE is an initiative wherein our tribesters promote social

change, development, cohesion and the empowerment of people and

communities through various drives.

Our tribe aims to enhance overall well-being and help meet basic and

complex needs of communities and people. We are working with and for

different populations and types of people, particularly focusing on those who

are vulnerable, oppressed, or living in social, mental or emotional poverty.

S.C.O.P.E expands into Student Community Outreach Programme for Es

wherein E stands for our Essue of the month [ Essentials, Empowerment,

Environment, Education etc.] and changes periodically, owing to changing social

scenarios.

30
 OBJECTIVES OF THE STUDY:

Explores trade -offs among the 3 major project management levers: scope,
resources, and schedule

Illustrates importance of and trade-offs associated with level, timing and type
of communication

Shows the value of coaching and training

Examines importance of team member morale on productivity

Aids in illustrating the concept of earned value management

Highlights importance of appropriately timing changes in project resource

allocation

Forces to navigate projects through uncertainty and unanticipated events

Illustrates the concept that correcting problems early in the course of the
project provides significant benefit

31
 RESEARCH METHODOLOGY

Research methodology systematically solve the research problem. It may be

understood as a science of studying how research is done scientifically. In it we study
the various step that are generally adopted by a researcher in studying his research
problems along with logic behind them. It is necessary for the researcher to know not
only the research method but also the methodology. The scope of research methodology
is wider than that of research methods. Thus, when we talk of research methodology we
not only talk of research methods but also consider the logic behind the methods we use
in the context of our research study and explain what we are using a particular method
or techniques and why we are not using others so that research result are capable of
being evaluated either by the researcher or by others.

METHOD OF DATA COLLECTION

The task data collection being collection after a research problem has been
defined and research design chalked out while deciding about the method of data keep
in mind two types of data.

► PRIMARY DATA

► SECONDARY DATA

PRIMARY DATA are those which are collected a fresh and for first time, and thus
happen to be original in character. In this project I collected data through scheduling
method .this method of data collection is very much like the collection of data through
questionnaire method. While little differences lies in the fact schedule (performa to
contain a set of questions) are being in by the Enumerator who are specially appointed
for the purpose.

32
 These Enumerators along with schedules go to responded, put them the question
from the perform in the order of question listed and record the replies in the space
meant for the same in the preformed.

SECONDARY DATA Means that are already available i.e they refer to the data which
have already been collected and analyzed by some one else. Secondary data may either
be published data are available.

Thus we can say that the following methodology has been used to obtain the
necessary information and material for the project work.

DIRECT METHOD: This method involves the direct interaction with the people Lo
collection the relevant information like Learning personnel, dealers, customer etc, and
collect the information through questionnaires.

INDIRECT METHOD: This method involves the collection of information through

magazines, articles, internet, website, etc, and also the process of drawing the
conclusion with the help of analyzing the question of the questionnaires. I have
conducted a market research by visiting various shops and houses.

Data collection: In this project the data has been collected from different people in
different area by conducting informed interviews.

Area covered: Regarding the survey and research I have meet different type of people
and visited various shops, houses, offices in Lucknow market region.

Field market:

It includes giving out in the field to collect required information and data from a
concerned person.

I used to visit various offices conducting a short informal interviews which help to
know all the necessary information and data required for the project work under this

33
survey my main target was to have on interaction with the customers to fined out as to
what do they perceive with respect to finance to fined out potential of different product
of range, financing and market share of existing players in the market. I conducted my
survey through a system of questions that are field by the customers as well as by me
during survey, which has been included in the report.

Sample size : 100

The survey done from 100 persons in Lucknow.

34
DATA ANALYSIS AND
INTERPRETATION

35
 DATA ANALYSIS AND INTERPRETATION

1. – Do you know about Offline Learning/Online Learning? S

Yes 45
No 35
Can’t say 20

20%

45%
Yes
No
Can’t say

35%

Interpretation :

45% respondent said that they know about Offline Learning and Online Learning

, 35% no, but 20% can’t say.

36
2. – How do you know about Online Learning and Offline Learning?

Advertisement 40
Friend 20
Internet 20
Other 20

20%

40%
Advertisement
Friend
Internet
20% Other

20%

Interpretation :

40% know about that advertisement, 20% about friend, 20 from internet and 20%

are know another media.

37
3. Which type of Learning is more effective?

Offline Learning 65
Online Learning 35

35%

65%

Interpretation:
65% respondent said that offline Learning is more effective, but 35% said Online

Learning.

38
4. Which Learning can provides better knowledge?

Offline Learning 60
Online Learning 40

40%

60%

Interpretation :

60% respondent said Offline Learning can provide better knowledge even 40%

said Online Learning can provide better knowledge.

39
5. – Which Type of Education can provide better placement?

Offline Learning 60
Online Learning 40

40%

60%

Interpretation:

60% respondent said that Offline Learning can provide better placement, 40%

Online Learning can provide better placement.

40
6. –Which Learning gives you better Satisfaction for best Education?

Offline Learning 55
Online Learning 45

45%

55%

INTERPRETATION:

55% respondent said Offline Learning gives better satisfaction for education, but

45% Online Learning gives better satisfaction for education.

41
7. Which Type of Learning promotion is better in your view?

Offline Learning 35
Online Learning 65

35%

65%

Interpretation:

35% respondent said that promotion for Offline Learning is better but 65%

respondent said that promotion for Online Learning is better.

42
8. Which Learning’s material/Book is better in your view?

Offline Learning 44
Online Learning 56

44%

56%

Interpretation :

44% respondent said that Offline Learning’s material/Books is better but 56%

said that Online Learning material/Books are better.

43
9. Which Learning’s Quality is better in your view?

Offline Learning 53
Online Learning 47

47%
53%

Interpretation :

53% respondent said that Offline Learning’s Quality is better but 47% said that

Online Learning quality is better.

44
10. Which Learning’s range in outer or villagers is better in your view?

Offline Learning 56
Online Learning 44

44%

56%

Interpretation :

56% respondent said that Offline Learning’s range in outer or villagers is better

but 44% said that Online Learning range in outer or villagers is better.

45
FINDINGS & RECOMMENDATION OF THE STUDY

 45% respondent said that they know about Offline Learning and Online
Learning , 35% no, but 20% can’t say.

 40% know about that advertisement, 20% about friend, 20 from internet and
20% are know another media.

 65% respondent said that offline Learning is more effective, but 35% said Online
Learning.

 60% respondent said Offline Learning can provide better knowledge even 40%
said Online Learning can provide better knowledge.

 60% respondent said that Offline Learning can provide better placement, 40%
Online Learning can provide better placement.

 55% respondent said Offline Learning gives better satisfaction for education, but
45% Online Learning gives better satisfaction for education.

 35% respondent said that promotion for Offline Learning is better but 65%
respondent said that promotion for Online Learning is better.

 44% respondent said that Offline Learning’s material/Books is better but 56%
said that Online Learning material/Books are better.

 53% respondent said that Offline Learning’s Quality is better but 47% said that
Online Learning quality is better.

46
  56% respondent said that Offline Learning’s range in outer or villagers is better
but 44% said that Online Learning range in outer or villagers is better.

After this study some points emerge which should be implemented by the

services provided by Offline Learning and Online Learning.

1. Offline Learning and Online Learning should be given more space in

Education System.

2. In advertising should be published in colored forms more now days.

3. More people for events should be given in the form of Online/Offline

Learning’s advertising .

47
 LIMITATION

Though, best efforts have been made to make the study fair, transparent and error free.

But there might be some inevitable and inherent limitations. Though outright measure

are undertaken to make the report most accurate.

The limitations of the survey are narrated below:

 The project is valid for Lucknow only.

 It was not possible to cover each and every area due to time constrains.

 There may be some biased response form the respondents

 Some respondents did not provide the full data.

 Unwillingness on the part of the customers to disclose the information as per the

questionnaire.

 The decisiveness on the part of the customers regarding some question hence

difficulty faced in recording and analyzing the data.

48
 CONCLUSION

The purpose of this research is to discuss somewhat the differences between

teaching PM course in an online environment as opposed to a traditional
classroom. This research presents the challenges associated with teaching an
online PM course and identifies the components of a methodology for designing
and delivering an effective online project management course. In addition,
comments of students are given at the completion of the course.

Although, there are differences in the design and delivery, but learning outcome
seems to be the same. The goal and objectives of the course can be mostly met
in either an online or traditional class environment and students seem to be
learning the same in both environments. However, it seems designing an online
PM course is more time-consuming and challenging. This is particularly true
about teamwork and virtual teams, which is a main component of a PM course.
The endeavors of planning and designing an online PM course including
teamwork and virtual team will be facilitated with the advancement of
technology and as both instructors and students gain more experience with
online teaching and learning.

Overall, the students seem to like the increased flexibility of online courses, but
they do think they are at a disadvantage because of the lack of face-to-face
interaction with the professor and other students. A question often asked is
whether it is easier to prepare and teach an online course compared with a
traditional course. The design and preparation for an online PM course is much
more challenging and time consuming based on experience. At a minimum the
amount of time spent with the online course is at least 150% of the time spent
on the traditional in-class course.

49
There is some agreement with other research in the area of online courses and
the findings of this study which lends it some validity, and therefore, empirical
research stream is needed to further validate the suggestions of this study. The
empirical evidence is the limitation of this study and the findings are based on
the literature, best practices and the experience of the instructors teaching
project management . Also, more research is needed toward development of a
methodology to effectively offer an online PM course. More components of
this methodology should be identified in addition to the components presented
in this research. The methodology and its components should be tested.

Graduate and undergraduate students and faculty members from different

institutions with experience teaching online PM courses need to be surveyed to
learn more about the issues to be addressed and the components to be added to
the methodology. The factors for increased drop rate in the online PM courses
should further be examined. A comparison of findings with online and offline
PM courses offered in other counties should also be interesting.

Moreover, research is needed to explore the impact of the flow theory on

learning outcomes. It appears that the flow theory provides an added value to
engage and involve the students to increase learning. Encouraging and
challenging students should increase their involvement and participation which
consequently should result in more learning. Finally, research is needed to
investigate the sequence of concrete-abstract-concrete presentation of problems
to students.

50
 BIBLIOGRAPHY
Website:

1. www.google.com

2. www.wikipedia.com

3. www.educations.com

Books:

 Philip Kolter

51
QUESTIONNAIRE

52
 QUESTIONNAIRE

1. – Do you know about Offline Learning/Online Learning?

Yes
No
Can’t say

2. – How do you know about Online Learning and Offline Learning ?

Advertisement
Friend
Internet
Other

3. Which Learning advertising in are more effective?

Offline Learning
Online Learning

4. Which type of Learning is more effective?

Offline Learning
Online Learning

5. Which Learning can provides better knowledge?

Offline Learning
Online Learning

6. – Which Type of Education can provide better placement?

Offline Learning
53
Online Learning

7. –Which Learning gives you better Satisfaction for best Education?

Offline Learning
Online Learning

8. Which Type of Learning promotion is better in your view?

Offline Learning
Online Learning

9. Which Learning’s material/Book is better in your view?

Offline Learning
Online Learning

10.Which Learning’s Quality is better in your view?

Offline Learning
Online Learning

11.Which Learning’s range in outer or villagers is better in your view?

Offline Learning
Online Learning

54