Literature Review

Education can become transformative when teachers and students synthesize information
across subjects and experiences, critically weigh significantly different perspectives, and
incorporate various inquiries. Educators are able to construct such possibilities by fostering
critical learning spaces, in which students are encouraged to increase their capacities of
analysis, imagination, critical synthesis, creative expression, self-awareness, and
intentionality. A byproduct of fostering such new approaches has been the creation of
online courses developed in the United States and worldwide at exponential speed. It is
becoming increasingly common at many higher education institutions, offering fully online
and/or hybrid/blended courses combining online instruction with face-to-face teaching.
Statistics done by the Pew Research Center (2011) show that in the 2010-11 academic
year, 89 percent of four-year colleges and universities offered courses taught fully online,
or hybrid/blended online, or other forms of distance/non-face-to-face instruction (Parker,
Lenhart, & Moore, 2011). Of all students enrolled in higher education in 2013, 32 percent
took at least one online course (Allen & Seaman, 2013).
The development of online courses in higher education doesn’t happen overnight. The 2008
study by the National Center for Educational Statistics (NCES) found that the main
factors influencing higher-education institutions to offer online courses included meeting
students ‘demands for flexible schedules (68%), providing access to college for students
who would otherwise not have access (67%), making more courses available (46%), and
seeking to increase student enrollments (45%) (Parsad, Lewis, & Tice, 2008). Distance education
originated in the United States in the 1800’s when teachers and learners at the
University of Chicago, who were at different locations, tried to connect through
correspondence programs (Mclsaac & Gunawardena, 1996).
Years later, the development of radio as a communication medium during World War I
opened the door for using that technology for distance education in colleges and schools
such as School of the Air established in Wisconsin in the 1920s (Mclsaac & Gunawardena,
1996). With the popularity of television in the 1950s, visual instruction became possible
for the first time between teachers and students who were not in the same locations. As
computer and emailing technology blossomed in the 1970s and 1980s, distance education
began to expand dramatically. The first fully online course was offered in 1981, and the
first online program was established by the Western Behavior Sciences Institute in the
following year (Harasim, 2000). In the mid-1980s, the first online undergraduate and
graduate courses were initiated by several universities and schools. In the late 1980s, due
to a shortage of teachers on math, science, foreign languages, etc., some K-12 schools
turned to commercial courses offered through the then-new satellite technology, which
greatly spurred still faster growth of distance education (Mclsaac & Gunawardena, 1996).
The advent of the World-Wide Web (WWW) in 1991 was a powerful catalyst for moving
distance education forward, and was a milestone in the rapid expansion and growth of
online teaching and learning.
Maloney-Krichmar and Abras (2003) stated that WWW “facilitated the wide- spread use
of web sites and the development of online community groups supported by web pages and
various forms of communications software” (p.4). Since then, colleges and universities
both in the United States and around the world have offered not only just online courses but
entire degree programs online as well (Wallace, 2003). Ever since the severe economic
crisis of 2008, federal and state funding for education in the United States has been
declining. As a result of the high levels of austerity, more and more universities and
colleges appear to have shown increasing interest in online education. How has online
education evolved? Has it been successful? In what ways has it been proven effective? And
what still remains to be done to achieve greater success in teaching and learning in an
online environment?
These questions have motivated us to conduct this study reviewing research and studies on
online education. At present, fewer studies on online education have focused on examining
previous research and studies, and we have conducted a comprehensive review study trying
to provide a platform of discussions for educators and policy makers on how to develop
and deliver effective online programs. There have been many vigorous debates and
thorough studies on the differences between online and face-to-face classroom teaching,
which however is not a focus of this study. Instead, this study’s focus is on examining the
positive aspects and strategies of the online learning and teaching process and how it has
been implemented successfully. The goal here is to provide best practices for those who
are planning to develop online courses to make informed decisions in the implementation
process. In doing this, it is hoped that this will stimulate an on-going discussion of effective
practices that can enhance universities and faculty success in transitioning to teach online.
 UNIVERSE /POPULATION:
It is description of characteristics of group pf people from whom course is intended. A
population to be reached through some action or intervention; may refer to group with
specific demographic or geographic characteristics. Universe is of 4 types:

a) Finite universe: It is one in which the number of units of information

is definite and limited.
b) Infinite universe: It is one in which the number of units cannot be
ascertained. If the population is large and unknown, it is considered as
an indefinite.
c) Existing universe: It is one which already exists with all its units as
concrete objects. Such a universe may come either under finite or
indefinite universe.
d) Experimental universe: It is one which is constituted through
experiments conducted by an investigator and is not found already in
existence.
This report is based on Finite research in which the number of units
are definite and limited.
 Sample and Sampling Units:
The sample means a smaller representative of a large population. Hence it is a small
part of whole population which is selected for study. Creating a sample is an efficient
method of conducting research as in most cases, it is impossible or very expensive and
time consuming to research the whole population and hence researching the sample
provides insights that can be applied to the whole population.
The number of sampling units which are to be included in the sample. In
the case of a multi-stage sample this number refers to the number of units
at the final stage in the sampling.
The sampling is more based on Professionals and students

 Sample size:
Sample size is a direct count of the number of samples measured or observations
being made. To determine the sample size needed for an experiment or survey,
researchers take a number of desired factors into account. 1) the total size of the
population being studied must be considered.
2) Researchers will also need to consider the margin of error, the
reliability that the data collected is generally accurate
3) The probability that your margin of error is accurate.
4) Finally, researchers must take into account the standard
deviation they expect to see in the data. Standard deviation measures how
much individual pieces of data vary from the average data measured.
The total sampling size is 50 which includes:
 Students: 34
 Professionals: 9 and Others: 3
 Sampling Techniques:
Sampling is a process of which we draw conclusions about some measures of
population based on a sample values.
Advantages of sampling techniques:
 Economy and Reduced costs
 Speed or Less time
 Administrative convenience

Greater scope
 Reliability
 Greater accuracy
Sampling may be done either through
1.) In probability sampling, each member of a given research population has an equal
chance of being selected. It involves, literally, the selection of respondents at random from
the sampling frame, having decided on the sample size. This type of sampling is more
likely if the theoretical orientation of the research is positivist, and the methodology used
is likely to be quantitative.
Probability sampling can be:
 Random - the selection is completely arbitrary, and a given number of the total
population is selected completely at random.
 Systematic - every nth element of the population is selected. This can cause a
problem if the interval of selection means that the elements share a characteristic:
for example, if every fourth seat of a coach is selected it is likely that all the seats
will be beside a window.
 Stratified random - the population is divided into segments, for example, in a
University, you could divide the population into academic, administrators, and
academic related. A random number of each group is then selected. It has the

advantage of allowing you to categorize your population according to particular

features.
 Cluster - a particular subgroup is chosen at random. The subgroup may be based
on a particular geographical area; say you may decide to sample particular areas of
the country.
2.) Non probability sampling methods are more likely to be used in qualitative research,
with the greater degree of collaboration with the respondents affording the opportunity of
greater detail of data gathering. The researcher is more likely to be involved in the process
and be adopting an interpretive theoretical stance.
 convenience/accidental - being present at a particular time e.g. at lunch in the
canteen. This is an easy way of getting a sample, but may not be strictly accurate,
because the factor you have chosen is based on your convenience rather than on a
true understanding of the characteristics of the sample.
 purposive - people can be selected deliberately because their views are relevant to
the issue concerned. However, the drawback of the technique is its subjectivity -
your view of your selection criteria may change over the duration of your research.
 quota - the assumption is made that there are subgroups in the population, and a
quota of respondents is chosen to reflect this diversity. This subgroup should be
reasonably representative of the whole, but care should be taken in drawing
conclusions for the whole population.

In this report purposive Non probability sampling technique is used for research.
 SCOPE OF THE WORK:
 Brand awareness and Best quality online Education guidance is provided to the
professionals.
 The target market includes working professionals because students like to spend
their time in Regular Education, but people who started working at early stages and
not able to complete their Education are convinced to complete their Education with
the help of Jaro.
 The students all over the world are resorting to this type of education because they
get all the convenience they can expect to get. Whether in terms of study materials,
videos lectures, sample papers, workshops etc. are provided time to time to the
students.
 Even the willing student who look forward to go for International education can
also apply through jaro education.
 FINDINGS

Results and Learning Outcomes

a) Findings and conclusions of the study:
 From above data analysis, it can be concluded that majority (100%) of people
are aware about Online education.
 (74%) of people got to know about online Education with help of Internet,
(24%) of people got to know through Banners and rest (2 %) got awareness
through social media. Hence Majority of people surf Internet in their daily lives,
Other get to know about Online Education through banners and hoardings on
the roads.
 (70%) of people agree that online education is better for working professionals
while rest (30%) disagree with the statement. Hence majority who believes that
Online education is better for working professional are well aware that in
today’s modern world people does not have much time to take break from their
work lives and devote it for education separately. While the rest who disagree
are not aware about Online mode of Education completely.
 (62%) people agree that it is easy to pass the exams without any assistance of
teachers, while rest (38%) disagree from the above statement. Hence people
who disagree with the statement are those who are dependent on someone or
one who cannot devote much time on studies due to the busy schedule, so
teacher can guide and assist them.
 (56%) of people disagree that learning is same in class and at home on Internet,
(24%) are not sure whether learning in class or on Internet through online education is same rest
(20%) agree that learning is same in class as well as
through online mode. Hence (24%) who believes that learning is same in class
and at home are either working professionals or one who like self-study at
home.
 (74%) people prefer Certifications courses, (14%) people prefer Master
Courses, (8%) people prefer Diploma courses while rest (4%) Prefer other
courses. Hence Majority still believes that certification courses can be done
through Online mode while various renowned colleges are providing masters,
Diploma and other courses through Online Mode.
 The majority (60%) people are neutral that Degree through online education is
acceptable by corporates, (22%) people agree and (10%) people strongly agree
that degrees through Online education are acceptable by corporates, while rest
(6%) and (2%) Disagree and strongly disagree that Online education is
acceptable by corporates. Hence those who Disagree have either faced this
situation in corporates while submitting the online degrees or they do not have
any knowledge about new trends while rest who agree with the statement are
aware about acceptance of the degrees in the corporates, while the majority who
are neutral with the statement are neither agree nor disagree completely about
the statement.
 The majority (74%) believes that online software, Internet and Laptop all are
required by online students, (14%) people believes that laptop is required,
(10%) believes that Internet is required rest (2%) believes that Online software
is required to meet technological fulfillment. Hence Majority who believes that Laptop, Internet,
Online software all three are Technologically required to meet
the needs of people have knowledge that absence of even one of them not able
to fulfill the needs rest who chooses only Laptop, Internet or software are not
well aware about the technologies.
 The majority (72%) of people agree that online education require less
Investment, (10%) disagree that online education less Investment while rest
(18%) are neutral or may be not aware about investment on regular and online
education. Hence majority who agree that Online education requires less
investment are well aware about the concept that the fees of Infrastructure and
other facilities bear by the students in regular colleges are not required in online
education, those who disagree are not aware about the above statement while
rest who are not sure have chosen May be option.
 (38%) people agree that The trend of online education is going to capture the
market in coming years, (34%) people are Neutral about the statement, (24%)
people strongly agree with the statement while rest (4%) people disagree and
strongly disagree with the statement. Hence the majority agree and strongly
agree that in India trend of online Education is going to capture the market in
coming years’ rest who disagree or are neutral are either not aware about the or
disinterested to know future trends about the same.