000			01648nam a22001577a 4500
999			_c522034 _d522034
008			230309b ||||| |||| 00| 0 eng d
100			_aAjitesh, V. et al _938298
245			_aImpact of innovation on teaching and learning in higher education setting affected by Covid-19
260			_aASCI: Journal of Management
300			_a51(1), Mar, 2022: p.79-90
520			_aEducation, since times immemorial, has always required in-person interactions between teachers and students. In recent times, however, Massive open online courses (MOOCs) have become popular with the goal of democratizing education. COVID-19 accelerated the pace of such online learning. However, the completion rates in the self-driven MOOC courses have been low, and learning outcomes depend strongly on the learners’ motivation. The pandemic enabled faculty to adapt quickly to the black swan event, and the teaching-learning process resumed online. To comparethe impact of offline, online learning and teaching on student performances, perceptions and class feedback, structured student surveys were conducted, and student performances were analyzed in higher education settings. Statistical analyses were conducted using descriptive statistics and two-sample ttests. We observed that while the perceptions were overwhelmingly in favour of offline education, the students performed equally well in both settings, and their feedback was equally good for both learning modes. – Reproduced
650			_aoffline education, Online education, Innovation, Statistics, T-test. _936669
773			_aASCI: Journal of Management
906			_aEDUCATION
942			_cAR