Global Journal of Human Social Science, E: Economics, Volume 22 Issue 4

the pandemic issue (Covid-19), the entire education system in India started to follow virtual learning (online education system). Kearsley et al. (1995) initially described both advantages and disadvantages of online education in the earlier days of internet. During early 2000s, the practice of e-learning was limited very few students of schools and universities in India. The adoption of online education system was considered as the new dimension of academic learning. Harasim (2000) on his work described that transformation of traditional education system to online mode will have an impact in the minds of tutors and students as well. As compared to traditional education system, Harasim also mentioned the influence of digital technology over education system will be a greater challenge for the teachers to adopt online sessions in a daily basis. Wallace (2003), through a review work on online education system established that e-learning system need a strong interactions between teacher and students as there was an unavailability of the traditional way of having a face-to-face interaction. It was recommended that institutions need to adopt an effective strategy while carrying out online education system. The problems associated with e-learning and scheduling the classes for students became more prominent, according to Jones and O’Shea (2004). Zapalska and Brozik (2006), addressed that e-learning costs only single-way communication between teacher and students, whereas traditional learning system provided two-way communication. Through traditional way, a teacher able to identify the learnings of individuals which is not possible in e-learning. b) Improvements in e-learning In the mid of 2000s, considering the rapid growth of online education, a wide range of online courses has been implemented to facilitate the students to learn more and new things on the interested areas. Rai. L (2019) in his work demanded that “MOOC (Massive Open Online Course)”, coined by Dave Cormier have received impressive response from students around the world. Through e-learning, students belongs to different nations were provided with an alternative of acquiring subject knowledge with respective course certificates. O’Connor (2014) on his analysis towards e-learning, suggested online courses ensured students a crucial opportunity of learning additional knowledge apart from traditional classroom learnings. Since the introduction of two-way communication specifications in online education, students have the options to clarify their doubts with the tutor. O’Neill and Sai (2014) defined the students in the late 2000s preferred traditional education system instead of online classes as they emphasize more on face-to-face classes. With wide variety of online courses, MOOCS proved a digital revolution in the field of education, according to Kaplan and Haenlein (2016). Ahmad et al. (2017) statistically proved that some of the Indian educational institutions started offering the MOOCs as supplementary course to their students. The practice of online education have created a huge impact in the minds of the students as it provides number of valuable course as compared with the traditional education. E-learning also ensures the students to choose their best course based on their convenience. c) E-learning system in India Sheikh (2017) in his approach on “challenges and opportunity in Indian higher education”, stated that Indian institutions, primarily after the initial lockdown in March 2020 decided to implement e-learning process across the nation. Due to large land diversity, some of the hilly states in India encountered certain challenges in bringing efficient e-learning practice among the students. To overcome the challenging task of providing online education throughout India, the government continuously took serious efforts to ensure the most of the students to utilize e-learning in an effective way. Selvakumar (2019) discussed a comparison statement on the basis of past and present scenario of education on consideration with number of factors such as internet access and network availability, structure of online education, and e-learning schemes and polices for students offered by the government. On considering the situations of students in remote areas, the Indian government played an important role in providing those students with quality online education up to greater extent. d) Practice of Online assessments Sarrayrih and Ilyas (2013) strongly recommended the necessity of conducting assessment in the online mode order to evaluate the students’ knowledge on their subject. The authors also revealed that carrying out assessments in online need to confront certain challenges such as connectivity of internet, type of device, use of software and hardware, type of web- based applications and so on. Since online assessment might be beneficial for students as they able to do the assessment works in quick period of time, there were certain issues such as descriptive questions, strategies for the subjects given to the students should be addressed. Ozden et al. (2004) enquired the perspectives of students towards online assessments and derived that students were found easier as well as struggles on answering the randomized questions, feedback about the tests and possibility of scoring marks for the respective subjects. While during online assessments students found to achieve number of benefits like improved commitment of students, quick response and feedback to the tutor. Such faster response from the students enhanced the e-learning process across the nation, according to Baleni (2015). Volume XXII Issue IV Version I 60 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals E Impact of E-Learning on Indian Students during Pandemic: A Conceptual Approach