Business Research Methods

EPGP – Group Assignment

Topic:
“Assessing the Efficacy of Remote Education in Higher Learning
Amidst and Beyond the COVID-19 Global Pandemic".

Group Members
Group Member Roll Number
Amudha 22epgp022b3
Akash Srivastava 22epgp016b3
Anand 22epgp023b3
Aman Singh Rai 22epgp018b3
Alok Paul 22epgp017b3
  Abstract
 Problem Identification

 Introduction
 Concepts and Phenomenon
 Theoretical frame work
 Insights from studies
 The research questions

 Materials and research methodology

 HYOTHESIS USING STATA TABLE
 Method Used: Anova
 Method Used: Ttest
 Method Used: Chi Squared
 Survey Questions:
 Assigning values
 Analysis:
 Data Encoding
 Gap Analysis for Literature Review on Assessing the Efficacy of Online Learning
 Key Areas of Inquiry:
Further Research Directions:
 References;

“Assessing the Efficacy of Remote Education in Higher Learning Amidst and Beyond the COVID-19
Global Pandemic".

ABSTRACT
The COVID-19 Pandemic hit all sectors globally, including the sector of education. It changed
students’ lives forever. The sudden transformation to online educators and institutions must develop
even more inventive teaching methodologies in helping students with their learning.
This is the age of massive open online courses. It must be understood that remote education is
carried out through a variety of digital platforms. Therefore, this move represented many obstacles
to students, teachers, parents, administrators and regulations of the government.
In this paper, we participate in an informed and comprehensive survey into all facets of distance
learning, verticals which are viewed by educators studying online delivery aspects, such as teaching
models, communication technology, and distance teaching methods.
The paper will try to address some of the more nuanced issues such as questions about student
satisfaction and success, technical needs and difficulties, different universities in the cross-teaching
models, educator mobility etc.
However, teaching models do vary not only in promoting students 'participation, but also in students'
level of engagement. Last, the educators asked whether online evaluations were legitimate, exam
integrity tools and methods.
The aim of the study is to analyse online education effectiveness evaluation, reviewing several
aspects like learning platforms; synchronous/asynchronous learning; hybrid models; video
conferencing etc. Idolizing from a strong theoretical foundation and knowledge gained through
previous studies, this research seeks to pinpoint the gaps in literature regarding online learning
efficacy while shedding light on potential directions for future investigations.
Problem Identification -- Diversity in Teaching Models, Nuanced Issues, Concerns about Online
Evaluations.

INTRODUCTION
The sudden 2019 novel coronavirus (COVID-19) pandemic wound up with several immediate
lockdowns all over social development, education and technology.
An overnight swap to online learning has completely transformed the shape of ordinary teaching
practice.
And demanding educators and institutions find new ways of teaching to help students
during this growing crisis. However, the unique situation caused by COVID-19 means that its impact
education systems and its constituent parts-schools, universities, educators and students became
subjects of study.
Studies on best and effective teaching practice and outcomes have been fertile ground for research
(Iyer, Aziz & Ojcius 2020).
In any case, online learning had always been considered an alternative to or a supplement of
traditional learning.
Nonetheless, this form of education became an indispensable means of education.

One advantage of online learning, for example, is the low cost and from the latest developments, can
choose all you need in teaching materials.
It exists anywhere and at any time. There are many solutions.
The integrity of online assessments, however, is perhaps the most difficult part concerning online
learning.
In actually, most universities were concerned with how to evaluate and assess students ' learning
objectives, integrity and fairness.
Furthermore, the teachers 'views have a major impact on teaching technique.
process. The same will influence the success of online learning tools and methods and the
matters involving the educator's views on integrating technology into teaching and classroom life
method practiced in that classroom.

Online exams, homework, quiz were done on Learning Management System (e.g.,Nulearn) as well.
Many people questioned the assessment integrity. Exam integrity tools (such as LockDown Browser)
& Proctoring tools (e.g., Responds Monitor) had to be used in many institutions when taking
examinations. Moreover, stable internet connection with good communication and IT infrastructure
is required to minimize technical problems.

The primary purpose of this paper is to examine and report on the perspectives held about online
learning.
To offer suggestions for improving online mode of learning. The study first considers the impact on
process of learning and education.

The main opportunities and problems that teachers experience when learning online. As such, the
paper recommended best ways to teach courses and on how the content of these can be improved.

CONCEPTS AND PHENOMENON

Distance education means the provision of educational content and services to students who are not
in a traditional classroom environment. The electronic mode of education uses technology to help
promote learning, communication and cooperation between students and teachers. Here are some
key concepts and phenomena associated with remote education:
Online Learning Platforms: These are the digital tools and systems that provide educational
materials, tasks, evaluations and communication features. For example, learning management
systems (LMS) like Nulearn, Coursera, etc

Synchronous vs Asynchronous Learning: Synchronous learning takes place in real-time. The students
and the instructors interact at about the same time. An asynchronous learning environment means
that participants can view materials and participate in the discussion when they choose.

Hybrid Learning: This approach, which is also referred to as blended learning combines in-person
and remote elements. Some classes may be taken on campus while others are done online.

Video Conferencing: Zoom and Microsoft Teams are platforms for real-time virtual meetings where
educators and students communicate. This is essential to doing live lectures, discussions or
cooperative work.

E-Learning: This broader term includes all varieties of electronically assisted education, including
online courses, digital resources and multimedia content.

Flipped Classroom: A flipped classroom model reverses traditional teaching methods. Students study
the content online by themselves, while face-to-face time is used for discussion and inquiry at hand.

Digital Literacy: The skills to use digital tools and technologies. In remote education, personnel and
students both require a foundation of digital literacy in order to successfully manoeuvre online
platforms, research the information around them.

Student Engagement: Keeping students interested and involved in the learning process. Interactive
assignments, discussion forums and sundry multimedia content can engage students in remote
education.

Accessibility and Inclusivity: Guaranteeing that educational materials and platforms are open to all
students, including the handicapped. One aspect is providing alternative formats for content and
designing courses with different learners in mind.

Assessment and Feedback: Ways of testing students' comprehension, and offering

feedback. Quizzes, exams and project submissions are all included in online assessments.

THEORITICAL FRAME WORK

Technology acceptance model(TAM)

In his further development of Fishbein and Ajzen’s (1977) theory, Davis arrived at TAM. At this time,
the TAM is considered to be a state-of-the-art model for conceptualizing I.T.'s level of acceptance
(Gefen & Straub 2000; Venkatesh & Davis, 2001).
TAM introduces two concepts and incorporates them into a new model. The first concept is
“perceived ease of use” to explain users ‘attitude towards information systems’ (Davis 1989).

According to Davis (1989), the perceived ease of use is a variable that influences whether or not an
individual will accept and adopt information technology. It refers to feelings about how easy it is for
users to understand the system and simply operate it. Another way to say this is that anyone using a
particular system feels effortless in doing so (Rigopoulos & Askounis, 2007). Thus, perceived
usefulness is the extent to which a person believes that using one particular system would help him
or her do his or her job better (Davis 1989).

In TAM, perceived ease of use is an antecedent variable to perceived usefulness (Davis 1989). This is
because the easier a user feels it to use some new technology or service, the more valuable they
think that such thing would be. Also, if one technology is thought to be easier than another then
consumers will use it more frequently.
Therefore, TAM affords a helpful analytic framework for the use and adoption of information
technology through its variables of perceived usefulness, ease-of use and intention to use.

The Community of Inquiry Framework (COI)

The COI framework (Garrison, Anderson & Archer 2001) is a prototype for the process of online
learning. It assumes that effective online learning, is difficult to achieve without the community
being developed and nurtured at the same time. The COI framework is a living model that includes
the essentials of community and inquiry, which are common to any educational setting. In the
following sections we explore these three core elements, which are considered to be
multidimensional, interdependent and dynamic. Combined, these two constituting notions of
community and inquiry thereby form an operationally functional structure centred around guiding
sustainable principles and procedures for application to online school.
Over the past decade, this framework has given perspective and direction to much important
research on purposeful online learning.

What do other studies say about the concept of remote learning?

INSIGHTS FROM OTHER STUDIES

(Remote Learning: Technologies & Opportunities.

Turoff, Murray; Hiltz, Starr, Roxanne)

Have explored the potential of computerized conferencing as a cost-effective solution for delivering
classroom learning in remote situations.
They examined different modes of remote learning and analysing educational experiments that
utilized Electronic Information Exchange System (EIES) within the past five years.
Additionally, the results of a survey that gauged student reactions and attitudes towards the course
and EIES are as follows;
The key discoveries revealed that:
(1) the majority of students were at ease with communicating through this means, although a few
expressed concerns about taking an entire course using it and some struggled due to limited typing
abilities;
(2) among those who believed they did not acquire much from the technology, low course grades
were common, indicating a possible lack of motivation or aptitude; and
(3) utilizing computer conferencing for student-teacher interaction required more effort and
dedication from instructors on an individual student basis.

Owens, J., Hardcastle, L. A., & Richardson, B. (2009). Learning From a Distance: The Experience of
Remote Students. International Journal of E-Learning & Distance Education International Review of
E-Learning and Distance Training, 23(3), 53–74.

Although there has been previous research on distance and off-campus education, little has been
focused on the experiences of students studying in geographically isolated areas. This study aimed to
address this gap by investigating the perspectives of students in remote locations and proposing
ways to support them.
The study identified three main concerns among participants:
a feeling of isolation, attitudes towards and understanding of the teaching staff.

THE RESEARCH OBJECTIVES/QUESTIONS

This research seeks to delve into the impact of online learning on engagement among students in
many universities, from the perspective of both the students and the teaching faculty. Additionally, it
aims to unravel the influence of technology integration on online learning, as well as explore the
difficulties that educators have encountered during this time. Through a comprehensive examination
of educators' insights, this study strives to address the following key research objectives:

 Identify the prevalent online tools and digital platforms utilized for online learning education.
 Assess educators' perspectives on the effectiveness of online education.
 Examine the challenges faced by educators in adapting to the online learning environment.

MATERIALS AND RESEARCH METHODOLOGY

In this section, we describe the research methodology including research design, tools, and
administration.

Details of the study.

The study used both quantitative and qualitative methodologies to study the perceptions of
educators with respect to adoption of online learning process. The research employed the
descriptive survey design using the quantitative research approach. The online questionnaire was
sent out to educators and students in higher education institutions. The responses were collected
over a period of two weeks. Adopting an online tool was a very effective option to reach the
educators as face-to-face contact was not an option.
The descriptive survey utilized a five-point Likert scale, spanning from Strongly Agree (SA) to Strongly
Disagree (SD), to accurately measure participants' views.

The research methodology involved the use of a comprehensive survey to explore individuals'
beliefs, perspectives, attitudes, motivation, and behaviour.
As a suitable means of gathering crucial insights, a detailed online survey was designed and
administered to educators and students from all regions.
Geographical location was not a factor in the data collection process, as the study was conducted
entirely online.
The participants will be provided with information about the survey's purpose and asked for their
consent before proceeding.
Analysis information will be based upon the following;
 We as students of epgp believe that students prefer online classes irrespective of their
gender.
 We as students of epgp believe that working professionals prefer online classes more than
the non-working individuals.
 We as students of epgp believe that there is no difference between the level of education
and Gender opting for higher education

Population and Sample:

For the quantitative study, a sample comprised of students with educational qualification ranging
from Undergraduate to Post Graduate was carefully chosen.
The Research Instrumentation:
To gather data, a customized questionnaire was utilized, titled "Assessing the Impact of Online
Learning for Higher Education ".
The questionnaire will be incorporated with Likert scales with 5 levels (where 5 represents Strongly
Agree and 1 represents Strongly Disagree) and addressed the four research objectives.
Furthermore, it included various socio-demographic factors (such as gender, degree level, and field
of study) for descriptive analysis.

Administration of Instrument
The researchers will utilise an online survey, followed by emails, to administer the instrument to the
respondents through the institute's authority. The respondents was given a two-week timeframe to
complete the questionnaire before it was collected for analysis.

Method of Data Analysis

The data gathered will be expertly analysed using both the Statistical tool - Stata and MS Excel. The
questionnaire will be thoughtfully constructed to be easily interpreted through descriptive statistics,
with the inclusion of an additional hypothesis to further enhance our understanding.

Hypothesis (students):

Group 3 from IIM Raipur epgp batch 3, conducted a survey to understand from students’ prospective
to know the satisfaction level of students regarding the online education system.

In this study, we tried to compare the satisfaction level depending on the various factors mentioned
here as “Variables” to understand what factors influence the decision for opting for the online
education as compared to the traditional classroom training sessions.

The methodology, survey techniques, research techniques are mentioned below.

Sample size: 130

Participants: colleagues, batchmates, friends who are studying or taking the courses for either higher
education or technical learning.
Hypothesis 1

We as students of epgp believe that students prefer online classes irrespective of their gender.

Null Hypothesis (H0): There is no difference between genders for opting for online classes.

Alternative Hypothesis (H1): Different genders prefer different mode of training sessions.

Explanation:

Variables Observed:

Gender = Male / Female / Prefer not to answer

Class training convenience: Satisfaction level in Likert scale

Method Used: Anova

Reason for using Anova: Since, we have more than 2 categories in the Dependant variable which is
Gender, we cannot use Ttest and Anova has to be used.

Results:

Histogram:
 10
8
6
Density
4
2
0

1 1.2 1.4 1.6 1.8 2

Gender

Pie Chart:

1 2

In the test run by STATA Using One Way Anova test, shows that the P value observed in 18% which is
greater than the rejection region in the Normal Distribution. Hence, we accept the (H0 ) Hypothesis
which says there is no difference between genders for opting for online classes.

Null Hypothesis (H0): Accepted

Alternative Hypothesis (H1): Rejected

Hypothesis 2

We as students of epgp believe that working professionals prefer online classes more than the
non-working individuals.

Null Hypothesis (H0): There is no difference between working and non-working individuals opting for
online courses.

Alternative Hypothesis (H1): Working professionals prefer online courses whereas non-working
individuals prefer classroom trainings

Variables Observed:

Working = Yes/ No
Class training convenience: Satisfaction level in Likert scale

Method Used: Ttest

Reason for using Anova: Since, we have 2 categories in the Dependant variable which is “Working”,
we must use Ttest to prove the hypothesis.
8
6
Density
42
0

1 1.2 1.4 1.6 1.8 2

Working
 5
4
3
2
1

Working Cltr conv

1.5

8
6
1
Density

Density
4
.5

2
0

1 2 3 4 5 1 1.2 1.4 1.6 1.8 2

Cltr conv Working
In the test run by STATA Using T test, shows that the P value observed in all categories is 26%, 52%
and 73% respectively which is greater than the rejection region in the Normal Distribution. Hence,
we accept the (H0) There is no difference between working and non-working individuals opting for
online courses.

Null Hypothesis (H0): Accepted

Alternative Hypothesis (H1): Rejected

Hypothesis 3

We as students of epgp believe that there is no difference between the level of education and
Gender opting for higher education

Null Hypothesis (H0): there is no difference in gender opting for higher education

Alternative Hypothesis (H1): there is difference in gender opting for higher education

Variables Observed:

Ed Qualification = Postgraduate / Graduate / Undergraduate

Gender: Male / Female / Others

Method Used: Chi Squared

Reason for using Anova: Since, we are checking the relationship between 2 categorical variables, chi
squared is the best method to get the research done
 10
2

8
1.5

6
Density
Density
1

4
.5

2
0
0

1 1.5 2 2.5 3 1 1.2 1.4 1.6 1.8 2

Ed Quaf Gender
In the test run by STATA Using CHI SQUARE, shows that the P value observed in all categories is 0.0
which falls under the rejection region in the Normal Distribution. Hence, we reject the (H0) and
accept the alternate hypothesis there is difference in gender opting for higher education.

Online courses effective.

Null Hypothesis (H0): Rejected

Alternative Hypothesis (H1): Accepted

Survey Questions:

i. What is your Gender?

o Male
o Female
o Prefer not to answer.

ii. What is your Educational Qualification?

o Undergraduate
o Graduate
o Postgraduate

iii. Are you a working Professional?

o Yes
o No
 iv. Do you find Classroom trainings convenient?
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

v. Do you find it easy to navigate through online course material?

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

vi. Online learning tools effectively supports my educational needs.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

vii. The density of information in online courses is appropriate for effective learning.
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

viii. The availability and stability of internet connectivity is sufficient for participating in online
classes.
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree
 ix. The lack of a physical classroom environment affected my motivation and engagement in
online classes.
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

x. During Covid 19, online classes didn't stop me from learning.

Strongly Agree

o Agree
o Neutral
o Disagree
o Strongly Disagree

xi. Overall, the online mode of education presented more challenges than benefits for my
academic learning.

o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree

How did we Analyse the Likert Scale data to numerical to carry out our hypothesis testing?

Converting Likert scale data to numerical values involves assigning numerical scores to the responses
given on the Likert scale. The Likert scale typically consists of a series of statements or questions with
response options ranging from, for example, "Strongly Disagree" to "Strongly Agree" or "Not at all" to
"Extremely." We followed the below formula / method to convert the Likert scale to numerical.

Assigning values: Each response option is assigned a numerical value based on its position on the
Likert scale. For example:

For Positive Questions

o "Strongly Disagree" might be assigned a value of 1.

o "Disagree" might be assigned a value of 2.
 o "Neutral" might be assigned a value of 3.
o "Agree" might be assigned a value of 4.
o "Strongly Agree" might be assigned a value of 5.

For Negative Questions

o "Strongly Disagree" might be assigned a value of 5.

o "Disagree" might be assigned a value of 4.
o "Neutral" might be assigned a value of 3.
o "Agree" might be assigned a value of 2.
o "Strongly Agree" might be assigned a value of 1.

Analysis: The numerical data obtained from the Likert scale responses can then be analysed using
statistical techniques such as mean, median, standard deviation, and correlation to draw insights and
conclusions from the data, we used stata as a analysis tool to run the data through various test like
Ttest, Anova and Chi Square data.
Data Encoding
Gap Analysis for Literature Review on Assessing the Efficacy of Online Learning

The gaps and future research directions in existing studies of online learning effectiveness
assessment.

Scope:
The focus will be on research in students and faculties involved in online learning. The
research articles, book chapters and other publications from the past in past 3years is taken
in to consideration for the gap analysis.

Key Areas of Inquiry:

Assessment methods:
 What are the most common means of measuring the effectiveness of online learning? Do
they have any limitations or biases? Is there a more creative or underexploited way of
assessment?

Learning outcomes:
 What are the principal learning outcomes most commonly evaluated in online
education? Are there any key results that are often overlooked or hard to quantify? But how
do we create a more comprehensive assessment of learning--not limited to cognitive, but
including affective and behavioural domains as well?

Learner variables:
 How are individual learner characteristics-for example, learning styles, motivation and
technology skills--related to their degree of success in online environments? How can we
individualize our assessments to take these differences into account?

Contextual factors:
 What role do course design, instructor support and institutional policies play in the
effectiveness of online learning? How do we design and execute online education programs
that work in a variety of settings?

Emerging trends:
 How are trends in online learning and assessment developing? In what ways will new
technologies--artificial intelligence and virtual reality among them-impact the future of
online learning assessment?

Potential Gaps

Limited focus on long-term learning outcomes

Most studies in online environments focus only on short-term learning gains. There
is a need to discover the long-term effects of online learning on retention,
development of skills and success in employment.

Lack of research on specific learner populations

  More research must be done to determine the effectiveness of online learning for
students with disabilities, rural learners and adult learners.

Insufficient attention to context-specific factors

 Whether online learning is effective depends a lot on the particular
circumstances. Further research is needed to determine how other contextual
factors--such as course design, instructor support and institutional policies- impact
online learning outcomes.

Limited use of innovative assessment methods

 All aspects of online learning, however, cannot be adequately assessed with
traditional assessment methods such as written exams and multiple-choice
quizzes. Innovative assessment methods that are more authentic and engaging need
to be developed with further research.

Need for more longitudinal studies;

 Most studies on the efficacy of online learning are cross-sectional in nature. Yet more
longitudinal studies must follow learners over a period of time to see where they
end up and which factors indicate long-term success.

Further Research Directions:

Design and test new assessment methods that fit the online environment.

Investigate long-term effects of online learning on learner results by conducting
longitudinal studies.

Studies to determine how well the Internet works for a variety of learners in
different settings.

Explore the effects of emerging technologies on assessment in online learning.

Design and implement an effective online learning program.

This analysis can help researchers identify gaps or potential areas for further
research, which in turn will better serve future efforts to evaluate the effectiveness
of online learning.

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https://www.sciencedirect.com/science/article/pii/S0360131520302074