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ACCURATE INSTITUTE OF MANAGEMENT & TECHNOLOGY,

PLOT NO. 49
KNOWLWDGE PARK-3 GREATER NOIDA-201306(UP)
JUN 2016

1STREPORT
OF
PROJECT ON ANALYSIS OF ONLINE EDUCATION

Submited toSubmited to
Prof. Harish Kumar

Name-Rahul Kumar
Roll No-DM1517054

Introduction of the company


TRANSWEB EDUCATIONAL SERVICES PVT LTD. Is a prime online education providing
company It provides services to all over the world mostly in India and middle east countries.
It was founded by two ex-IITiansMr.AdityaSinghal and Mr.NishantSinhain 2007.
It is certified by Govt. of India.
It is a premier online education service providing company is making available its vast and
varied e-Learning expertise to friendly developing countries.
It has extended its business toward JEE and AIPMT entrance preparation and others in India
and 20 other countries in Middle East, Africa, South & South East Asia through
www.askiitians.com
The success story of TRANSWEB EDUCATIONAL SERVICES PVT LTD. lies in its
Quality Management and excellence in project execution. The Company's organic and
inorganic growth has led to multiply its standalone as well as group turnover manifold.

Introduction to Online Learning


Online learning allows us to bring educational opportunities to you. This
type of learning is especially beneficial to students who live far aw ay from
campus, have busy work schedules, family demands, and other
commitments. Online courses are also an excellent option for students
who prefer to work independently at any time of day.
College educations come in all different shapes and sizes. One option that has grown in
popularity in recent years is online education earning a degree from one of many entirely
online universities or taking online classes through a traditional college. In fact, an annual

study by the Sloan Consortium, an online education organization, showed nearly 20 percent
of U.S. higher education students took at least one college course online in the fall of 2006.
Online college class or degree program usually means most of your communication with the
instructor and other students will take place online, either through email, message boards, or
chat room discussions. Some programs use pre-packaged software to deliver class materials
and assignments to you, while others require occasional on-campus classroom time for exams
or lab work. The college offering the courses may be located near you, or on the other side of
the country.

Online education is nothing new. Okay, the technology is relatively


new. However, the concept is over 170 years old and has its origins in a
correspondence course offered in Great Britain where the instructor
sent lessons and received students completed assignments by mail.
Distance learning was born, and todays online courses are modern
versions of their humble predecessors.
How did this all get started?
1960 The University of Illinois
While the Internet would not be created by the Department of Defence for another nine years, the
University of Illinois created an Intranet for its students in 1960. It was a system of linked
computer terminals where students could access course materials as well as listen to recorded
lectures.
This would evolve into PLATO (Programmed Logic for Automatic Teaching Operations). At its
height, PLATO operated on thousands of terminals across the globe. More interestingly, PLATO
would be used to create many of the concepts of social networking that we know today: message
boards, chat rooms, screen sharing, and even MMORPGs.
1979 Lemonade Stand
Arguably the first massively played educational computer game, Lemonade Stand was released in
1979 for Apple II, and the game was included with Apple software packages throughout the 80s.
The concept was simple, create a successful lemonade stand, but the impact was great. It
introduced a generation to the idea of learning with computers and, more specifically, to the idea
of learning in virtual environments.
1984 Electronic University Network (EUN)
Established with the mission of helping colleges and universities expand the availability of online
courses, EUN offered its first online course in 1986 for use with DOS and Commodore 64
computers. However, this was before the invention of the World Wide Web, and students had to
use proprietary software and communicate over telephone lines. The EUN began collaborating
with America Online in 1992, serving as its higher education coordinator.

1994 CALCampus
This was the year when access to the Internet was exploding with companies such as America
Online, Delphi, CompuServe and a host of other local Internet providers transforming stand-alone
desktop computers in peoples homes into windows to the world. The greater number of people
with Internet access allowed what was formerly a small, offline adult learning centre, CALC
(Computer Assisted Learning Centre), to evolve into CALCampus, which offered the first courses
that we would recognize as online with real-time instruction and interaction over the Internet.
1997 California Virtual University (CVU) and the Journal of Asynchronous Learning
Networks (JALN)
CVU was established in 1997 as a clearinghouse to provide information about all online courses
available from accredited California colleges and universities. While it would ultimately fold in
1999 for political reasons, the concept spurred numerous online resources providing students with
information about online education opportunities, such as California Virtual Campus.
Despite the rather confusing title of the publication, the Journal of Asynchronous Learning
Networks (JALN) was a watershed moment in online education. Created by the prestigious Sloan
Consortium, JALN is a peer-reviewed journal that provided a dedicated space for academic
research focused solely on online education. This made it distinctive from other publications that
also included research on other types of distance learning.
1999 Accreditation for Jones International University
North Central Accreditation is offered to Jones International University in 1999. This marked a
turning point for online education, taking it from the sidelines of college education and improving
its image as a legitimate alternative to traditional, classroom-based college instruction.
2002 OpenCourseWare Project
MIT begins offering lectures and course materials online through its OpenCourseWare project in
2002, most of which is provided free of charge to anyone in the world. The goal is to offer these
materials for all MIT courses. However, the legal logistics of intellectual property issues not
instructor willingness present obstacles as the materials are released under a Creative Commons
license. Even so, as of 2010, MIT offered materials for over 2000 undergraduate and graduate
courses online.
2009 - The tides have turned
As we approached the end of the first decade of the new century, the impact of online learning on
education could no longer be denied. The number of students taking online courses jumped a
whopping 187%, and there were about 5.5 million students worldwide who were taking at least
one class online. Moreover, traditional universities began expanding not only the number of
online courses but the number of entire degree programs available online.
More than three-quarters of CEOs and small business owners stated that they viewed the quality
of online education programs to be on par with traditional degree programs, refuting arguments
that online courses and programs would not be recognized by employers. Previously a task

assigned to adjunct faculty or associate professors, prestigious faculty at traditional universities


begin recognizing the opportunity and start teaching online courses.
2014 The future is now
So, what is the future of online learning? Predictions that online learning would completely
replace traditional programs have proven unfounded. However, there is little doubt about
predictions that the number of students expected to have at least one online course in their class
schedule will quadruple in the coming decade.
From the first online correspondence course to now, the biggest change has been with our
perceptions. No longer something that a student chooses only when it is impossible to take a class
in a traditional setting, online learning has emerged triumphant as a viable education choice in its
own right. Each student choosing an online course or an online program gets to play a small role
in that evolution, shaping the course of online learning for the students of tomorrow.

LITERATURE REVIEW
The purpose of this paper is to review the existing literature relevant to online education, with
the aim of deriving general principles and specific applications useful to the web-based
instruction in online education. The review was specifically carried out to derive generic
principles for online education, as opposed to presenting multiple models based on various
learner, content, and outcome variables. It is my view that such a focus can serve an
important function as a starting point and as a foundation during this early phase of research
and theory applicable to web-based education and training. Others have also espoused this
view. For example, Bannen&Milhelm (1997) suggest that there is also a significant need
to describe these Web-based courses in terms of their over-all instructional design
characteristics, rather than defining each course only by the specific content it provides.
However, I certainly recognize the fact that no one set of courses principles will be
satisfactory for all conditions. Further it is important that the reader know that the World
Wide Web, like all instructional and training media, is simply a means for providing effective
education, not an end in itself.
Present State of Research
It is also important to note that the assessment and delineation of effective online education is
in its infancy. As such, there are few systematic, controlled studies of specific aspects of
online education as it applies to instruction or training.
AS a result, there has been a call for more controlled, systematic research examining webbased training & education. In any case, in this review I will include many published
accounts, which are more anecdotal than experimental, based on the experiences of the early
educators and innovators in the area of web based education and training. I believe it is
important to point this out so that the reader can consider this review in the proper context,
however, I still believe much valuable insight can be gained for the web-based education
from a review of the literature as it now stands.
There is a surprising amount of consistency and agreement among those who have been
providing online education, and many important lessons have already been learned and

expressed in real world accounts. Further, there are a number of controlled usability and
learning studies that have been conducted with self-contained hypertext environments, which
are certainly relevant to instructional web-site design, since the web is essentially an open
hypertext and hypermedia environment (Smith, Newman, & Parks, 1997). Finally, there are
some noted exceptions to the lack of controlled, empirical research, and studies of this nature
are appearing at the time of this writing.
Overall Effectiveness
Before considering specific components of web site design it is important to note that some
experiments which directly compare web based learning with traditional instruction have
been conducted within academic settings in recent years. These experiments consistently
indicate that students can learn via the web just as effectively, or in some cases more
effectively, than those in the traditional classroom (Gerhing, 1997; Goldberg, 1997;
McCollum, 1997; Russell, 1996; Witherspoon, 1996). This research is somewhat misleading,
in that these studies always involve a comparison with an instructor using direct instruction
(lecture), and in some cases the web group is required to do more work (McCollum, 1997).
However, these studies are an important starting point for our review of literature relevant to
web based instruction, especially for the instructor who is reluctant to teach via the web, in
that the available evidence indicates that the learner can learn just as effectively in the webbased environment. Most importantly, good versus poor instruction is a consequence of
design and delivery, not the medium by which it's delivered (Clark 1983; 1994). Thus, the
issue now becomes, what differentiates an effective online education versus a poor one? The
rest of the review is dedicated to this issue.

OBJECTIVES
An instrumental objective is a statement that will describe what the
learner will be able to after completing the course.
1. To learn from anywhere
2. To make education digital.
3. To make education specific.
4. To make education measurable.
5. To make education system timely.
6. To make education observable.
7. Make the education more visible to the first time users and easily available to
the repeat users.
8. Improve the education content and giving contextual reference to the study.
9. Explore the possibilities of effective revenue models.
10. Overall make the site look sleeker to give an edge over competitors.

Thank You