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

e) Perception towards online education During Covid-19, Mishra et al. (2020) focused on teachers' and students' perceptions of online teaching and learning approaches. The necessity for online teaching grew urgent, bringing both institutions and individuals out of the ice age. Due to the COVID-19 outbreak, keeping the rule of social separation makes it difficult to give classes in a regular style. Teachers are putting forth effort to effectively teach pupils online through the use of multimodal techniques. In the event of a pandemic, Ray and Srivastava (2020) recommended that students use the online study modality. Virtual laboratories, video demonstrations, and simulations were the subjects of this research. It would aid students in making effective use of e-resources while also encouraging critical thinking. Students favoured online courses during this outbreak, according to Fatonia et al. (2020). Despite the fact that online teaching-learning provides students with flexibility, convenience, a comfortable atmosphere, and recognized as a sustainable from the instructors, students prefer to return to normal classrooms following the epidemic. f) Satisfaction of students on E-learning Sameh Al Nator and Carson Woo (2020), examined the satisfaction level of students through online sessions. The authors derived that different presentations are delivered in sequence in traditional in- class presenting settings, with little ability to seek advantage of the favourable potential impacts of social comparison. Given the limited period between presentations, presenters are unlikely to make modifications to their own briefings based on what they see in others' work. When other people's work is exhibited before one's own, it might cause anxiety. This amplifies the negative impacts of comparison bias while ignoring any of its favourable effects. The digital presentation learning method, according to this study, minimises the urge to compare one's presentation to others. This diminution in comparison bias is defined as the amount to which students' propensity to assess their progress by comparisons with others is reduced when they use the internet streaming presentation approach. g) Covid-19 and online education in India Prior to pandemic, traditional education system was followed by most of the schools and universities of India. Therefore, online education system was not a major part in schools and colleges. Since the pandemic outbreak, e-learning became the most prominent amongst all the educational institutions of India. From the beginning both teachers and students encountered challenges and problems while handling the online sessions. Ferrara et al. (2013), Lawrence and Abel (2012) and Moore (2005) addressed that a “digitally literate” worker can be able to carry out the online session in an efficient manner. To conduct online sessions effectively, the teachers should possess definite experience on handling the students while practicing e-learning courses through digital medium. With the midst of the COVID-19 outbreak, the Indian National Commission for Cooperation with UNESCO has published a list of numerous e-learning sites in India (INCCU, 2020). Ray (2020) also claimed that government should provide equal and quality online education to entire Indian students which includes students from villages and rural areas. As per the goals of United Nations on education to all students, the Indian government emerged effectively on achieving the goal by providing quality education through online during the pandemic days. III. C onclusion The current study strongly argue that shifting of regular sessions to online sessions was due to the safety concern of students, in order to stay away from the hazardable disease (Covid-19). Due to the sudden change of learning process, initially both teachers and students felt hard to be work with web-based learning on a daily basis. The study also revealed that students’ preference on online education is positively related as it provides more facilities for students to develop their subject knowledge even without the guidance of the instructor. With the existing literature on e-learning, it has been analyzed that students feel more comfortable on online session rather than the regular classes. Since the assessments were held on online, students found easier to answer the questions without hesitations. Furthermore, studies claimed that e-learning practices made students to carry forward their academic progress even in the pandemic conditions. Most of the existing literature shows that poor internet connection and students’ inability of having frequent interactions with the teacher and friends seems to be the crucial issue on practicing online education. Through this study, it is concluded that online education system is most welcomed by students and it is quite acceptable to encourage students on utilizing the standard applications for learning and career aspects also. R eferences R éférences R eferencias 1. Ahmad, I., Jasola, S. and Anupriya (2017), “Supplementing higher education with MOOCs: a case study”, In the proceedings of International Conference o n Emerging Trends in Comp uting and Communicati on Technologies (ICETCCT) , pp. 1-5, available at: https://ieeexplore.ieee.org/document/ 8280346. 2. Aithal, P.S. and Aithal, S. (2016), “Impact of on-line education on higher education system”, International Journal of Engineering Research and Modern Education, Vol. 1 No. 1, pp. 225-235. © 2022 Global Journals Volume XXII Issue IV Version I 61 ( ) Global Journal of Human Social Science - Year 2022 E Impact of E-Learning on Indian Students during Pandemic: A Conceptual Approach