Its environment may be grouped into three fundamental types, fully Web-based, combined or combined, as well as universal courses with web-based supplements. Completely web-based classes govern the Internet, without direct communication, all courses are conducted in an online learning environment. 1.1. Factors that leads to the success of Online Education Below are the factors that leads to the success of online education system are: ·
Professional Education For a successful online education system, different strategies
are needed. Technologies
dealing with rapid changes isolate the nature of online instruction and makes
professional development and mentorship important. ·
Communication It is a key feature to attain constructive online learning environment. If there will be an effective and regular communication between the instructor and the student then it will result in better communication and bring best out of students. · Self-Regulation Learning Online courses provide students with a certified means to expand their academic options while also assisting them in completing the difficult sector of education. The careful study of the system allows the student to choose whether or not the program is beneficial to them. The professor and course designer assist the students in comprehending the format of a course, which improves understanding and involvement. There should be clear guidelines and an easily traversed path for a well-designed course. This enables students to learn online in a medium which is not limited by time or location. Online learning can break down barriers caused via disability, poverty and other circumstances. ·
Flexibility Students are drawn to online education because of the benefits of flexibility. Learners can work from anywhere that suits their needs with online education. ·
Increases Accessibility As students' interest in online learning grows, a growing number of institutions are requiring them to satisfactorily finish an online course as a requirement for graduation. ·
Cost Effective According to Times Magazine “A hybrid method of education in major introductive courses can reduce the cost of education dramatically over the long term.” 1.2. Potential Challenges of Online Education There are a slew of potential challenges and inconveniences that students may encounter while taking an online course. ·
Inability to Focus on Monitor It is extremely difficult to maintain sustained attention on a screen for an extended amount of time. When it comes to online learning, the likelihood of being diverted to social networking sites is substantially higher. As a result, it is critical for lecturers to make their sessions engaging and relevant in order to keep students attentive in class. ·
Technical Issues Furthermore, online classrooms that do not have a steady network connection for learners or lecturers can cause disruption in the student's learning. This could be detrimental to schooling. ·
Health Issues The fact that online education has increased many students' screen time is concerning. One of the most serious disadvantages is the growth in health problems, as well as the loss of sight. Physical issues have also been observed among the students. ·
Teacher Training In many circumstances, teachers lack the technical skills, as well as the resources and hardware needed to conduct online sessions for students. It will take time to provide the hardware and train the teachers. 2. Students Viewpoint on Online Education According to a survey conducted in the month of November 2020, it was found that 80% of course content given in higher education institutions is delivered online [Bao et al. (2020)], students in this study were still hesitant to pursue online courses and grumbled about the ones they had completed. “Not only did the classes cost extra, but they also made me feel lost all the time,” one participant said (Personal communication, November 11, 2020). “The online session was pretty uninteresting, and I don't feel the instructor helped me very much,” another participant said (Personal communication, November 11, 2020). It appears that these pupils have had negative experiences with online learning in the past. Despite the expanding literature regarding online education; studies related to its quality remain limited. Some researchers examined the student’s point of view on online education. 3. Influence of technology and evolution of online courses Learning can be asynchronous, synchronous, or both in online education. Asynchronous learning refers to teaching and learning that occurs at different times [Cao et al. (2020)], whereas synchronous learning refers to teaching and learning that occurs at the same moment. They were both held on the web. In the late 20th century, the majority of programmes and classes used chatrooms and instant messaging and text-related services when online education was first popular. The participants may be selected by both sides. It was launched in 1972 with the @ symbol for emails and in 1991 for Internet connectivity the World Wide Web (WWW) was developed [Cohen et al. (1983)][Coleman et al. (2012)]. Both were the latest changes to online learning. The widespread usage of the internet has given birth to chances for the formation of online communities and groups. In online classes, emailing, conferencing, chatting, and sharing information via Google drive, Google Docs, Google Hangouts, Dropbox, Facebook, Twitter, and other platforms are common. 4. E-Learning Platforms that gain spotlight during COVID crisis
5. The_COVID-19 pandemic has changed education forever. This is how The COVID-19 ended in internationally closed schools. More than 1.2 billion kids are out of the classroom throughout. As a result, training has dramatically changed, as e-Learning differentiates, which enables instruction to be dealt with remotely and on a digital podium. Research reveals that e-learning is shown to improve the acknowledgement of facts and takes less time to explain the changes created by covid-19. 6. Online education during the COVID-19 pandemic On 11 March 2020, the World Health Organization (WHO), identified the Corona Virus Disease (COVID-19) as pandemic. Universities worldwide had to close their campuses and relocate their whole academic programmes online in the spring of 2020 [Denovan et al. (2019)]. Universities are not suitable for this transition from classroom to e-learning. Most universities lacked facilities and plans in the initial beginning. [Eysenbach (2005)]. The pandemic and the lockdowns have influenced the mind
of people everywhere. Many students experience emotional distress and anxiety [Giustino et al. (2020)][Goodwin et al. (2016)]. Studies are
sometimes limited by psychological concerns in their capacity to adapt to
online instruction. In addition, the same access and expertise of digital
technology is not available to all students. Even though these discrepancies
were present, the COVID-19 epidemic revealed the digital gap [Hallgren et al. (2020)]. The pandemic pushed
several organisations to change their workflow tactics rapidly and incorporate
new technologies. In many situations, these organisations did not have enough
time to think about the introduction and integration of the new strategy and
the corresponding technology into their existing structure. There were no
exceptions to universities all around the world. Bao may be the first to
highlight how colleges move from school to online education due to the furious pandemic.
In the course of COVID-19 pandemic usin empirical studies in India, Serbia and
the USA researchers sought to grasp the point of view of students in online
education. In many countries,
before the epidemic, there was a significant infrastructure for online
education[Hall et al. (2020)]. Nevertheless, there was no university ready to go
to online learning. Empirical studies revealed that students think they learn
better than through online learning in actual classrooms[Harvey et al. (2018)]. Students lack assistance and access to libraries
from their classmates in schools and laboratories[James et al. (2016)]. However, online learning encouraged students to
continue their studies in the context of the pandemic[Kelders et al. (2012)]. In order to maintain the continuity of education to
its students, universities now use creative strategies[Goodwin et al. (2016)]. There is a lack of
research on how efficiently students can engage with professors and fellow
students through a variety of on-line platforms. These difficulties were
covered only by a few researchers. [Lesser and Nienhuis (2020)], for example, stated that pupils prefer to interact
face to face with teachers, and[Bailey et al. (2018)] said there was a lack of trust in online assessment
approaches for many teachers. 7. Health and Social Issues The pandemic COVID-19
and the closure of university campuses impacted university students' mental
health [Loprinzi (2013)]. Empirical studies conducted in Bangladesh , China ,
France, Greece, UK and USA reveal that a considerable number of students suffer
from a variety of severe mental problems. Many students have
experienced melancholy, worry, distress [Lumley et al. (2002)], and even thoughts of suicide[Loprinzi (2013)]. This condition affects the mental health of
students modestly but continuously [Bao et al. (2020)]. The pandemic in general and their careers worry
students. Many students find it difficult to focus on online education due to
lack of desire and negative feelings. In research carried out shortly before
COVID-19[Coleman et al. (2012)], it was found that the digital divide between urban
and rural areas is common for pupils in rural areas to lack access to ICT. They
also indicated that individuals who are financially destitute or living in
rural areas often have limited access to digital technology. The regular access
to digital technology necessitates on-line training. Students with limited
access to digital technology, as well as those who are unfamiliar with them,
have difficulty adapting to online education. They concluded that there was a
digital divide, but it was worsened by the pandemic. In addition, some students
reside in closed neighbourhoods and have trouble attending online classes [Cao et al. (2020)]. 8. Conclusion Online education provides students with a wonderful approach to broaden their chances and remain ambitious in the increasingly challenging world of education. Students willing to choose the higher education road through online courses must be responsible and self-motivated. Understanding one's study style and talents enables students to accurately decide whether online learning is appropriate. Instructors and course designers will also gain insight into the parts of a course that boost the comprehension of a student and its contribution to the course. Communication regarding constructive criticism, useful remarks and feedback from teachers to students is an important component of online training. Clear cut lines are other components of a well organised course, which is easy to navigate. 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