PROJECT REPORT

On

“A STUDY ON STUDENTS SATISFACTION IN VEDANTU

INNOVATION ”

Submitted for partial fulfillment of the requirement for the award

Of
Master of Business Administration
Batch 2019-21

Submitted By -
HEMANT KUMAR
Submitted To-
Mr.HIMANSHU MALHOTRA

1
 DECLARATION

I herby declare that the dissertation” A STUDY ON STUDENTS SATISFACTION

IN VEDANTU INNOVATION ” ” submitted for the Degree of Master in Business
Administration at DEV BHOOMI INSTITUTE OF TECHNOLOGY DEHRADUN
Department Of Business Management is my original work and the dissertation has not
formed the basis for the award of any degree, associate ship, fellowship or any other
similar titles.

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 CERTIFICATE
This is to certify that the dissertation entitled “A STUDY ON STUDENTS
SATISFACTION IN VEDANTU INNOVATION ””. is the bonafide research work
carried out by HEMANT KUMAR, student of MBA, at DEV BHOOMI INSTITUTE
OF TECHNOLOGY Department Of Business Management during the year 2019-
2021, in partial fulfilment of the requirements for the award of the Degree of MBA
and that the dissertation has not formed the basis for the award previously of any
degree, diploma, associate ship, fellowship or any other similar title.

HEMANT KUMAR

3
 ACKNOWLEDGEMENT

The research on “A STUDY ON STUDENTS SATISFACTION IN VEDANTU

INNOVATION ”” has been given to me as part of the curriculum in 2-Years Master
Degree in Business Administration.
I have tried my best to present this information as clearly as possible using basic
terms that I hope will be comprehended by the widest spectrum of researchers,
analysts and students for further studies.
I have completed this study under the able guidance and supervision of Mr.
HIMANSHU MALHOTRA I will be failed in my duty if I do not acknowledge the
esteemed scholarly guidance, assistance and knowledge. I have received from them
towards fruitful and timely completion of this work.
I also thankful to my friend who helped me a lot in the completion of this
project.

HEMANT KUMAR

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 LIST OF CONTENTS

1. TITLE PAGE
2. DECLARATION
3. CERTIFICATE
4. ACKNOWLEDGEMENTS
5. TABLE OF CONTENTS
6. INTRODUCTION
7. LITERATURE REVIEW
8. RESEARCH METHODOLOGY
9. FINDINGS OF THE STUDY
10.CONCLUSION AND RECOMMENDATIONS
11.REFERENCES
12.ANNEXURE

5
INTRODUCTION
Online learning is a form of distance learning or distance education, which has long
been a part of the American education system, and it has become the largest sector of
distance learning in recent years (Bartley & Golek, 2004; Evans & Haase, 2001). For
the purpose of this literature review, both hybrid or blended learning and purely
online learning are considered to be online learning as much of the literature
compares these two formats against the traditional face-to-face. Purely online courses
are courses delivered entirely over the Internet, and hybrid or blended learning
combines traditional face-to-face classes, learning over the Internet, and learning
supported by other technologies (Bliuc, Goodyear, & Ellis, 2007; Hoic-Bozic,
Mornar, & Boticki, 2009; Osguthorpe & Graham, 2003)

The physical “brick and mortar” classroom is starting to lose its monopoly as the
place of learning. The Internet and the World Wide Web have made significant
changes to almost all aspects of our lives ranging from a global economy, personal,
and professional networks to sources of information, news, and learning. The Internet
has made online learning possible, and many researchers and educators are interested
in online learning to enhance and improve student learning outcomes while combating
the reduction in resources, particularly in higher education (Farinella, Hobbs, &
Weeks, 2000; Kim & Bonk, 2006; Pape, 2010). Moreover, there have also been
increases in demand for online learning from students from all walks of life. Given
the exponential—some would say precipitous—growth of online education and its
potential in higher education, it is imperative that researchers and educators examine
the effectiveness of online learning in educating students compared to traditional face-
to-face learning. Thus, this paper addresses the question of “To what extent does the
body of work on online learning indicate that online learning is as least as effective in
educating students as the traditional format?”

From its inception, online learning has been confronted by concerns about quality
from the established educational community and society at large (Carnaghan & Webb,
2007; Akdemir & Koszalka, 2008). Often, in addressing these concerns students’
perceptions of their course experience becomes a surrogate for learning engagement
in the context of satisfaction (Swan, 2001; Arbaugh, 2001; Richardson & Swan, 2003;
Bolliger, 2004). Because contemporary students view information as a commodity
which can be traded openly among a community of learners, collaboration becomes
fundamental to a variety of educational outcomes (Shirky, 2010; Dziuban et al., 2013)

Modern technologies are contributing to the dissolution of traditional classroom

boundaries (Shirky, 2008). Students connect with their instructors and each other
through modalities of almost every variety, greatly expanding avenues of
communication. Norberg, Dziuban and Moskal’s (2011) development of a time-based
blended learning model, for instance, modifies the instructor’s role (Liu & Hwang,
2010) in learning environments based on students’ synchronous and asynchronous

6
learning preferences. The need for new and more authentic assessment techniques in
addition to challenges to traditional educational structures (e.g. semester length time
boundaries) raises issues about what moderates students’ academic expectations and
satisfaction. Studies suggest that online students wish to decrease their ambivalence
toward formal education by gaining some sense of a carefully delineated path to
success (Dziuban & Dziuban, 1998; Dziuban, Moskal & Dziuban, 2000; Long, 2011;
Young & Dziuban, 2000). Students prefer active, rather than passive learning
environments, and, because they participate in a highly interactive world, they expect
the same in their classes (Dziuban et al., 2003). Today’s learners require more outlets
for creativity and collaboration which online learning environments can accommodate
through a variety of instructional models that are provided anytime, anyplace.
Researchers should not be surprised that identifying the defining elements for
satisfaction has become much more dynamic and complex. The construct has multiple
facets that tend to be stochastic as a particular course progress. In this study, we
attempt to clarify the underlying (latent) elements of student satisfaction in the context
of overall course evaluation for students who respond positively to online experiences
on end-of-course evaluation protocols. Feldman (1993) describes the assessment
challenges we encounter as distributions of considerations when he argues that
responses to survey questions provide only an estimate of the central tendency of an
individual’s attitude or belief about a subject or object. Craig and Martinez (2005)
summarize the issue: “in retrospect, it seems rather simplistic to think of attitudes as
always being unidimensional. After all, who hasn’t experienced mixed feelings about
people, places and things that we have encountered or visited in our lives?”

Many opponents of online education question whether or not online learning can
provide the same interaction between instructor-students and students-students as
traditional classrooms offered (Roblyer & Ekhaml, 2000). Some opponents also
question the quality of online education since the quality of instructors who teach
online courses cannot be guaranteed (Weiger, 1998). Arguments are made that as
consumers of online education, students are unlikely to be able to find out information
about the quality of the courses that are provided (Twigg, 2001). Schools or
universities that offer online education courses typically do not provide comparative
information for students e.g., how would a student know which online course meets
his/her needs? Moreover, prerequisites that are essential for taking a particular online
course are usually not clearly stated on websites for students, and when students are
encountering technical problems, who will they be able to ask for assistance if it is not
available to them (Twigg, 2001, p. 15). Thus, additional research is needed to
examine the quality of online education.

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Quality, as used in this study is the extent to which an internet-based distance
education program meets the benchmark criteria established by the Institute of Higher
Education Policy in 2000 (IHEP 2000). In order for a distance education program to
be recognized as a quality program it should meet these specific criteria (Hensrud,
2001). According to Kearsley (2000), to be considered as good-quality online course,
ten most critical elements must be incorporated. They are “content, pedagogy,
motivation, feedback, coordination/organization, usability, assistance, workload, and
flexibility” (p.105). Numerous research projects have been conducted from the
perspectives of faculty (Bennett & Bennett, 2002; Bower, 2001; O’Quinn & Corry,
2002; Yueng, 2001) and administrators (Alley, 2001; Giannoni & Tesone, 2003;
Husman & Miller, 2001) toward the quality of distance education, where the Internet
was used as the major delivery method, based upon the IHEP’s quality benchmarks.
However, there is a lack of research to measure the quality of online education from
the students’ perspective. Little is known about the quality of programs that offer
online education, especially those programs based on the Internet. Faculty,
administrators, and policy makers need to know how their “customers” view the
quality of online education programs based upon their own learning experiences.

With the fast development of the Internet, many colleges and universities have offered
online courses as a viable alternative to traditional face-to-face instruction. However,
considerable concerns and problems have developed, particularly as it relates to the
quality of online education. Online education, according to Harasim (1989), is a new
domain of learning that combines distance education with the practice of face-to-face
instruction utilizing computer-mediated communication. Ascough (2002) suggested
that online education has the following features: (a) it provides a learning experience
different than in the traditional classroom because learners are different, (b) the
communication is via computer and World Wide Web, (c) participation in classroom
by learners are different, (d) the social dynamic of the learning environment is
changed, and (e) discrimination and prejudice is minimized (p.1). New technologies,
the Internet, streaming video, net-meeting etc. now makes higher education more
accessible and affordable for many students, and for those who would have been
unable to pursue higher education in a traditional in-class setting (Bianco & Carr-
Chellman, 2002). Consequently, online learning has now become an integral part of
higher education institutions’ expanding curriculum. The term online education is

8
often associated with Internet education, virtual education, cyber-learning, and
asynchronous learning (Office of Sustainable Development, 2000). Kearsly (2000)
reported the following themes that shape online education: collaboration,
connectivity, student-centeredness, unboundedness, community, exploration, shared
knowledge, multisensory experience, and authenticity (p. 4-10). Volery (2000) also
concluded that online delivery is a form of distributed learning enabled by the
Internet. According to Paulsen (2002), online education is characterized by: · the
separation of teachers and learners (which distinguishes it from face-to-face
education), · the influence of an educational organization (which distinguishes it from
self-study and private tutoring), · the use of a computer network to present or
distribute some educational content · the provision of two-way communication via a
computer network so that students may benefit from communication with each other,
teachers, and staff. (p.1) Online courses and degrees have been widely adopted by
higher education institutions as another method to substitute traditional classroom
instruction. Allen and Seaman’s (2003) recent survey on online education delivered
by higher education institutions in the United States, found that at least 80% of the
course content delivered by those institutions were delivered online. Regardless of the
definition, an early indication of the widespread popularity of 862 online education
courses can be found in a survey conducted by the U.S. Department of Education,
which revealed that more than 54,000 online education courses were being offered in
1998, with over 1.6 million students enrolled (cited in Lewis, et al., 1999). In a more
recent study, Allen and Seaman (2003) reported that: (a) over 1.6 million students
took at least one online course during the Fall of 2002, (b) over one-third of these
students (578,000) took all of their courses online, (c) among all U.S. higher
education students in Fall 2002, 11 percent took at least one online course, and (d)
among those students at institutions where online courses were offered, 13 percent
took at least one online course (p.1).

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ABSTRACT

The authors explore the possible relationship between student satisfaction with online
learning and the theory of psychological contracts. The study incorporates latent trait
models using the image analysis procedure and computation of Anderson and Rubin
factors scores with contrasts for students who are satisfied, ambivalent, or dissatisfied
with their online learning experiences. The findings identify three underlying
satisfaction components: engaged learning, agency, and assessment. The factor score
comparisons indicate that students in the general satisfaction categories characterize
important differences in engaged learning and agency, but not assessment. These
results lead the authors to hypothesize that predetermined, but unspecified
expectations (i.e., psychological contracts) for online courses by both students and
faculty members are important advance organizers for clarifying student satisfaction.

. The project report “A STUDY ON STUDENTS SETISFACTION IN VEDANTU

INNOVATION”, is intended to measure the effectiveness of the satisfaction program
conducted in the Organization.

To achieve this, a defined objective structured questionnaire based on the preliminary

study is prepared. The prepared questionnaire is used to get direct response from the
STUDENTS of VEDANTU INNOVATION PVT LTD. The response given by the
students of VEDANTU, vedantu were analyzed and interpreted using different types
of statistical tools like percentage analysis, chi square, t – test. After analysis and
interpretation, the study revealed that majority of the respondents have expressed a
very positive attitude towards the variables used in the questionnaire to find the
effectiveness of training which enabled them to reach their required goal.

Abstract Much recent research and funding have focused on building Internet-based
repositories that contain collections of high-quality learning resources, often called
‘learning objects.’ Yet little is known about how non-specialist users, in particular
teachers, find, access, and use digital learning resources. To address this gap, this
article describes a case study of mathematics and science teachers' practices and

10
desires surrounding the discovery, selection, and use of digital library resources for
instructional purposes. Findings suggest that the teacher participants used a broad
range of search strategies in order to find resources that they deemed were age-
appropriate, current, and accurate. They intended to include these resources with little
modifications into planned instructional activities. The article concludes with a
discussion of the implications of the findings for improving the design of educational
digital library systems, including tools supporting resource reuse.

How to ensure the quality of online learning in institutions of higher education has
been a growing concern during the past several years. While several studies have
focused on the perceptions of faculty and administrators, there has been a paucity of
research conducted on students’ perceptions toward the quality of online education.
This study utilized qualitative methods to investigate the perceptions of students from
two universities and one community college regarding the quality of online education
based on their own online learning experiences. Interviews and observations were
conducted with three students. Various documents were collected, digital and printed.
Positive and negative experiences of students were examined. Factors that contribute
to those experiences were also identified. The findings of this research revealed that
flexibility, cost-effectiveness, electronic research availability, ease of connection to
the Internet, and well-designed class interface were students’ positive experiences.
The students’ negative experiences were caused by delayed feedback from instructors,
unavailable technical support from instructors, lack of self-regulation and self-
motivation, the sense of isolation, monotonous instructional methods, and poorly-
designed course content The findings can be used by instructors to understand
students’ perceptions regarding online learning, and ultimately improve their online
instructional practices.

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TRAINING CERTIFICATE

History
• Bangalore-based Vedantu Innovations Pvt. Ltd. is an online
tutoring platform launched in October 2014 for public. The
company's name Vedantu is said to be derived from Sanskrit
words Veda (knowledge) and Tantu (network).
• The men behind Vedantu are three former IITians – Founders of vedantu
• Vamsi Krishna,
• Pulkit Jain,
Anand Prakash

The organization is run by four friends from Indian Institutes of Technology (IITs) –
Vamsi Krishna (Co-Founder & CEO), Pulkit Jain (Co-Founder & Head of Product),
Saurabh Saxena (Co-Founder & Head of Academics) and Anand Prakash (Co-
Founder). Vedantu is their second venture after Lakshya, a test preparation coaching
company. Lakshya was acquired by a public listed company, MT Educare in the year
2012.

12
In September 2017, it was announced that Vedantu was to host the second edition of
International Student League (ISL) in November 2017.

Vedantu is an online platform developed for the purpose of live coaching. It facilitates
live coaching classes for 6th to 12th-grade students. The platform is also dedicated to
the training for several examinations such as the IIT foundation. Additionally, online
coaching sessions are offered for competitive examinations such as JEE, IMO NTSE.

To offer its support to the 21st century’s education system, the platform allows LIVE
interactive online learning amidst the pupils and teachers. It also offers individual as
well as group classes. The platform makes use of two-way audio, video as well as
whiteboarding tools which enables both the student as well as the teacher to view,

listen, write as well as interact in real-time.

NEED AND IMPORTANCE OF THE

STUDY

From the days of industrial revolution when online study services were produced to
the present day, the emphasis has shifted from the producers to the students and his
needs, and with the students becoming more involved, in the marketing process there
is greater need for information regarding the students needs. Preferences and making
them satisfied of the products & services, has led to a constant but increasing need to
conduct marketing research .This research is an insight into the mind of the students,
with the help of which the organizations will become aware of their pitfalls and in
turn can also make improvements in the service regarding the level of satisfaction of
the students towards their offerings on the online plateform .The basic need of this
project is to know the “Satisfaction” amongst the respondents , with regard to
“VEDANTU ” services and its products.

Journal Information

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Educational Technology & Society seeks academic articles on the issues
affecting the developers of educational systems and educators who implement
and manage such systems. The articles should discuss the perspectives of both
communities and their relation to each other. The aim of the journal is to help
them better understand each other's role in the overall process of education and
how they may support each other.

About VEDANTU

Vedantu is an Indian online tutoring platform where teachers provide tuitions to

students over the internet, using a real-time virtual learning environment named
WAVE (Whiteboard Audio Video Environment) a technology built in-house. It
operates on a marketplace model for teachers, where students can browse, discover
and choose to learn from an online tutor.

Vedantu has always believed in the concept of LIVE interactive classes being a
superior format for online learning which creates greater learning outcomes. During
lockdown, everyone is talking about LIVE classes and it is the best time for us to
drive more adoption and strengthen our brand as the best destination for LIVE classes.
On top of adding new categories, we will use the funds to invest into content and
technology to create the world’s best LIVE teaching-learning experience.” - Vamsi
Krishna, CEO and Co-Founder, Vedantu

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Vedantu’s Progress

The lockdown has definitely led to massive growth for the Vedantu platform with its
number of subscribers has expanded exponentially over the past couple of months
across K-12 and competitive exams such as JEE and NEET.

Vedantu has been offering its services to 25 million students each month. As reported
by Economic Times, the platform has stated that it registered a 220% growth in users
to 2 million unique students who have participated in their live classes over the past
three months.

In 2019, Vedantu launched its WAVE platform. This platform adopts Artificial
Intelligence and Machine Learning for personalizing teaching as well as learning for
each student and has been developed for making LIVE classes more enticing and
engaging. One of the main challenges online education generally encounters is the
low completion rate of courses because of less engaging content. This factor has been
tackled by Vedantu which extends its focus on LIVE interactive classes to make its
classes more entertaining and interactive for its users.

15
Vedantu’s Investors

Vedantu has raised about $200 m in total funding across all its funding rounds for a
valuation of $600m.

In the month of February of this year, Vedantu raised $24 million in a funding round
through investors headed by GGV Capital, along with existing backers.

In the second week of April, Vedantu raised Rs 96 crore (around $12.5 million)
during its Series C1 round, which was led by Chinese venture capital firm Legend
Capital, with participation from Omidyar’s Ohana Holdings LLC.

On April 20, Vedantu raised $6.8 million in new funding round from South Korea-
based KB Global Platform Firm.

In its latest funding round in mid-July, Vedantu raised $100 million in Series D
funding, led by US-based Coatue Management.

MARKETING STRATEGIES

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Vedantu is mainly promoting its services digitally from its website,
google ads, and blog. Secondly, this online tutoring business is
grabbing children's attention from it's a melodious and catchy
advertisement that is telecast on TV & social media platforms.

The Benefits and Uses of Online Learning

One reason why there is so much discussion around online learning is that there are
many purported benefits and uses of online learning. Some of the most important ones
are: its effectiveness in educating students, its use as professional development, its
cost-effectiveness to combat the rising cost of postsecondary education, credit
equivalency at the postsecondary level, and the possibility of providing a world class
education to anyone with a broadband connection (Bartley & Golek, 2004; De la
Varre, Keane, & Irvin, 2011; Gratton-Lavoie & Stanley, 2009; Koller & Ng, 2014;
Lorenzetti, 2013). What has received most of the attention for online learning is the
postsecondary education arena. The rising cost of postsecondary education and the
importance of a postsecondary degree are well documented in the literature. The
lifetime earning gap between high school graduates and college graduates is
continuing to widen (Dynarski & Scott-Clayton, 2013). At the same time, the cost of
college tuition is rising faster than inflation and the student loan debt is rapidly
increasing. As of 2014, the total national student loan debt is over one trillion dollars
(Finaid.org, 2014). Many scholars and educators believe that online learning can be
an effective tool in combating the rising cost of postsecondary education by spreading
the cost of a class over a much larger number of students compared to the traditional
setting, dividing the cost by tens or hundreds of thousands of students as opposed to
dozens (Bowen, 2013; Bartley & Golek, 2004; Jung & Rha, 2000; Koller & Ng, 2014;
17
Tucker, 2007). Moreover, the marginal cost of a student in an online setting is
negligible relative to the traditional setting, necessarily constrained by a number of
factors such as the size and availability of the physical classroom. Intimately
connected to this issue of cost and postsecondary education are the required credits to
obtain a postsecondary degree. Traditionally, students have to earn most of the college
credits at an institution before they are awarded bachelor degrees at that institution.
The point of contention is how online classes will play a role in awarding credits or
credentials, and many educators connected to online learning are hoping that there
will be credit equivalency for some online classes. For instance, Daphne Koller and
Andrew Ng, creators of Coursera, had worked with the American Council on
Education to recommend credit-equivalency for some online courses (Koller & Ng,
2012). The goals of this endeavor are to increase completion rate, reduce time to
degree attainment, reduce costs to postsecondary education, and offer more access to
non-traditional students. As of 2013, the American Council of Education had
approved five online courses for college credit (Kolowich, 2013). However, there is
concern over whether colleges will accept the recommendation, and there is also
concern about the dilution of a traditional degree due to the transition (Kolowich,
2013; Lorenzetti, 2013). Last but not least, there is the hope that online learning will
be able to provide a world class education to anyone, anywhere, and anytime as long
as they have access to the Internet. A number of websites and companies—Khan
Academy, Udacity, edX, and Coursera are some of the most prominent ones—are
built on this premise, and many well-respected scholars and entrepreneurs have high
hopes and expectations for online learning, particularly for massive open online
courses (Bowen, 2013; Fisher, 2012; Koller & Ng, 2012; Lewin, 2012; Selingo,
2013). Central to this particular benefit—in fact, to most of the purported benefits of
online learning—is the effectiveness of the online format in educating students. If
online learning is generally less effective than the conventional face-to-face format,
then some of the aforementioned purported claims and benefits of online learning are
highly suspect. Therein lies the crux of the issue, the fundamental concern of online
learning and the focus of this paper: the effectiveness of the online format in
educating students compared to the traditional format. To address this issue, the
positive, negative, and mixed and null findings of the effectiveness of online learning
as compared to the traditional format will be examined.

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ONLINE MARKETING

MARKETING GROWTH AND REVENUE

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Students' Satisfaction

Students’ satisfaction can be defined as a short-term attitude resulting

from an evaluation of students’ educational experience, services and
facilities. Earlier it was measured by common satisfaction frameworks
but later higher education specify satisfaction models were developed.
The objective of this review is to render all available constructive
literature about students’ satisfaction with a sound theoretical and
empirical background. Data were collected from questioners, website,
and are constructively analyzed from different point of views to filter a
sound background for future studies. The first section of the paper
discusses students’ satisfaction, satisfaction models and frameworks used
by previous researchers around the world and second section explain the
empirical findings of previous studies in real world context.
The present study highlighted that the second most prominent factor
affecting students’ satisfaction during online classes is the student’s
expectations. Students might have some expectations during the
classes. If the instructor understands that expectation and customizes
his/her course design following the student’s expectations, then it is
expected that the students will perform better in the examinations.
The third factor that affects the student’s satisfaction is feedback.
20
After delivering the course, appropriate feedback should be taken by
the instructors to plan future courses. It also helps to make the future
strategies (Tawafak et al., 2019). There must be a proper feedback
system for improvement because feedback is the course content’s real
image. The last factor that affects the student’s satisfaction is design.
The course content needs to be designed in an effective manner so
that students should easily understand it. If the instructor plans the
course, so the students understand the content without any problems
it effectively leads to satisfaction, and the student can perform better
in the exams. In some situations, the course content is difficult to
deliver in online teaching like the practical part i.e. recipes of dishes
or practical demonstration in the lab. In such a situation, the
instructor needs to be more creative in designing and delivering the
course content so that it positively impacts the students’ overall
satisfaction with online classes.

Overall, the students agreed that online teaching was valuable for
them even though the online mode of classes was the first experience
during the pandemic period of Covid-19 (Agarwal & Kaushik, 2020;
Rajabalee & Santally, 2020). Some of the previous studies suggest
that the technology-supported courses have a positive relationship
with students’ performance (Cho & Schelzer, 2000; Harasim, 2000;
Sigala, 2002). On the other hand, the demographic characteristic also
plays a vital role in understanding the online course performance.
According to APA Work Group of the Board of Educational Affairs
(1997), the learner-centered principles suggest that students must be
willing to invest the time required to complete individual course
assignments. Online instructors must be enthusiastic about
developing genuine instructional resources that actively connect
learners and encourage them toward proficient performances. For
better performance in studies, both teachers and students have equal
responsibility. When the learner faces any problem to understand the
concepts, he needs to make inquiries for the instructor’s solutions
(Bangert, 2004). Thus, we can conclude that “instructor quality,
student’s expectation, prompt feedback, and effective course design”
significantly impact students’ online learning process.

21
How many students learn from Vedantu?

It has some 500+ teachers who have taught more than 1 Million hours
to 40,000+ students stretched across 1000+ cities from 30+ countries.
Vedantu is founded by some friends from IITs who have been teachers
themselves with over 13 years of teaching familiarity and having taught over
10,000 students.

What is the rank of Vedantu?

Indian edtech applications Vedantu and BYJU's rank in the top 10 list at No 8
and No 10 respectively, of most downloaded educational applications from
the Google Play Store, a recent report by app analytics firm Sensor Tower
revealed.

Is Vedantu app good for study?

Vedantu is the best and most popular educational app that provides expert

student services in many ways. ... This will help a lot to increase the students'

22
educational level to a great extent and that too, without embarrassing them at
any point.

How many users are there in Vedantu?

We had around 700,000 users who took the free live class in the academic
year 2019 and in 2020-21, the year is still not over, but that number is surely
going to cost 7.5 million unique students who take a free live class on
Vedantu - its more than 10 times," Krishna said.

What is the qualification for Vedantu teacher?

Four years integrated degree course of regional college of education of

NCERT with at least 50% marks in aggregate. Bachelor's degree in English,
Hindi, Social science, Sanskrit, Math’s and science with at least 50% marks.
Passed in central teacher eligibility test CTET paper II conducted by CBSE.

NATIONAL SETISFACTION OF STUDENTS

Recent Studies on Student Satisfaction with Online Courses

23
Multiple approaches define and assess student satisfaction. Rubin, Fernandes &
Avgerinos (2013) extended research on the Community of Inquiry (Garrison,
Anderson & Archer, 2000) which defines social, cognitive, and teaching presence as
being essential to the student learning experience and, thus, student satisfaction. They
determined that learning management system (LMS) features greatly impact
perceptions of community according to the inquiry framework. In a related study,
Mahmood, Mahmood and Malik (2012) argued that teaching presence plays the most
critical role in how students evaluate online learning. The interaction construct plays
an important role in both face-to-face and online learning modalities (Kuo, Walker,
Belland & Schroder, 2013). In fact, many studies have found that both quantity and
quality of student interactions are highly correlated with student satisfaction in almost
any learning environment. However, investigators have noted that demographic and
cultural considerations also impact the design of appropriate interaction techniques in
online learning (González-Gómez, Guardiola, Martín Rodríguez & Montaro Alonso,
2012). Ke and Kwak (2013) identified five elements of student satisfaction: learner
relevance, active learning, authentic learning, learner autonomy, and technology
competence. Kuo et al. (2013) determined that learner-instructor interaction and
learner-content interaction combined with technology efficacy are valid indicators of
students’ positive perceptions. However Battalio (2007), using a criterion approach,
argued that a positive course rating requires effective learner-instructor interaction.
Keengwe, Diteeyont and Lawson-Body (2012) argued that students’ expectations
influence the instructor’s design of effective technology tools in online courses and
are the key to understanding the satisfaction construct. The authors concluded that
satisfaction was most impacted by learning convenience combined with the
effectiveness of e-learning tools. Dziuban, Moskal, Brophy-Ellison and Shea (2007)
found six key elements that contribute to students’ satisfaction: an enriched learning

environment, well-defined rules of engagements, instructor commitment, reduced

ambiguity, an engaging environment, and reduced ambivalence about the value of the
course. Because colleges and universities have to be much more responsive to their
student client base (Long, 2011; Bordelon, 2012; Allen & Seaman, 2013),
ambivalence becomes particularly important. This implies satisfaction is an
underlying indicator of success in various learning environments, especially online
modalities. Satisfied students appear to be engaged, motivated and responsive;
contribute to an effective learning climate; and achieve at higher levels. Dissatisfied
or ambivalent students contribute to environments where instructors appear to have
much more difficulty facilitating effective learning situations. Faculty members in
such circumstances have trouble relating to their students and may incorrectly assume
that such difficulties are related primarily to student dissatisfaction with online
learning (Dziuban et al., 2007). A precise configuration of student satisfaction with
online learning is proving to be elusive because it might be context dependent (e.g.,
college, discipline, course level, institution, and, of course, instructor). Bowker and
Star (1999) use the term “boundary object” to suggest that these items or ideas adapt
to specific needs and constraints while maintaining a common identity. While

24
bringing a community of practice together for communication and inquiry purposes,
they are generally are weak in the large cohort. According to these researchers,
however, the object (student satisfaction, in this case) is much more well-defined
within individual constituencies. These definitional issues appear to reflect what
Watts (2011) calls confirmation bias—that is, accepting information that confirms our
existing beliefs much more readily than information that does not. To express their
degree of satisfaction, students react only to things that they expect, but are never
expressly stated (i.e., their predetermined psychological contract) or to what they have
already assumed about the course. However, should dissonance with these
expectations develop, students may encounter ambivalence characterized by
simultaneous positive and negative feelings. These are the mixed emotions described
by Wiegert (1991) and Long (2011).

Impact of online classes on the satisfaction and performance of

students during the pandemic period of COVID 19

In the present study, the authors evaluated the different factors directly linked with
students’ satisfaction and performance with online classes during Covid-19. Due to
the pandemic situation globally, all the colleges and universities were shifted to online
mode by their respective governments. No one has the information that how long this
pandemic will remain, and hence the teaching method was shifted to online mode.
Even though some of the educators were not tech-savvy, they updated themselves to
battle the unexpected circumstance (Pillai et al., 2021). The present study results will
help the educators increase the student’s satisfaction and performance in online
classes. The current research assists educators in understanding the different factors
that are required for online teaching.

Comparing the current research with past studies, the past studies have examined the
factors affecting the student’s satisfaction in the conventional schooling framework.
However, the present study was conducted during India’s lockdown period to identify
the prominent factors that derive the student’s satisfaction with online classes. The
study also explored the direct linkage between student’s satisfaction and their
performance. The present study’s findings indicated that instructor’s quality is the
most prominent factor that affects the student’s satisfaction during online classes. This
means that the instructor needs to be very efficient during the lectures. He needs to
understand students’ psychology to deliver the course content prominently. If the
teacher can deliver the course content properly, it affects the student’s satisfaction and
performance. The teachers’ perspective is critical because their enthusiasm leads to a
better online learning process quality.

The present study highlighted that the second most prominent factor afecting
students’ satisfaction during online classes is the student’s expectations. Students

25
might have some expectations during the classes. If the instructor understands that
expectation and customizes his/her course design following the student’s
expectations, then it is expected that the students will perform better in the
examinations. The third factor that afects the student’s satisfaction is feedback. After
delivering the course, appropriate feedback should be taken by the instructors to plan
future courses. It also helps to make the future strategies (Tawafak et al., 2019). There
must be a proper feedback system for improvement because feedback is the course
content’s real image. The last factor that afects the student’s satisfaction is design.
The course content needs to be designed in an effective manner so that students
should easily understand it. If the instructor plans the course, so the students
understand the content without any problems it effectively leads to satisfaction, and
the student can perform better in the exams. In some situations, the course content is
difficult to deliver in online teaching like the practical part i.e. recipes of dishes or
practical demonstration in the lab. In such a situation, the instructor needs to be more
creative in designing and delivering the course content so that it positively impacts the
students’ overall satisfaction with online classes.

Overall, the students agreed that online teaching was valuable for them even though
the online mode of classes was the frst experience during the pandemic period of
Covid-19 (Agarwal & Kaushik, 2020; Rajabalee & Santally, 2020). Some of the
previous studies suggest that the technology-supported courses have a positive
relationship with students’ performance (Cho & Schelzer, 2000; Harasim, 2000;
Sigala, 2002). On the other hand, the demographic characteristic also plays a vital role
in understanding the online course performance. According to APA Work Group of
the Board of Educational Afairs (1997), the learner-centered principles suggest that
students must be willing to invest the time required to complete individual course
assignments. Online instructors must be enthusiastic about developing genuine
instructional resources that actively connect learners and encourage them toward
profcient performances. For better performance in studies, both teachers and students
have equal responsibility. When the learner faces any problem to understand the
concepts, he needs to make inquiries for the instructor’s solutions (Bangert, 2004).
Thus, we can conclude that “instructor quality, student’s expectation, prompt
feedback, and effective course design” significantly impact students’ online learning
process.

26
The EdTech Readiness Framework
The opportunity for EdTech to enable disruption in both K12 and Post-K12 relies on
the EdTech Readiness Framework (ERF). The ERF acts as a key metric to track the
growth drivers of EdTech market. Its 4 pillars are: A large untapped market—coupled
with burgeoning internet reach, awareness, and the digitization of primary education
—yields a promising outlook for EdTech in India. Future outlooks for digitization,
user growth, and increased funding are likely to be particularly aggressive. These
drivers of growth have led to a watershed moment for EdTech in India. The findings
clearly indicate that the education delivery landscape is set for rapid change, with
online education offerings poised to disrupt the status quo by disrupting the traditional
education landscape.

Digital adoption among families and individual: ~160 MN households with active
internet access Awareness of EdTech: ~80% students in K12 aware of EdTech
Willingness to pay for EdTech solutions: ~60% of aware users willing to pay for
EdTech products Funding in EdTech companies: $1.6 BN+ private investments flow
during 2014 to H12019

The K12 EdTech-addressable market is projected to be worth $1.7 BN by 2022, up

more than six-fold from $265 MN in 2019. While the number of students enrolled in
offline coaching for K12 is expected to grow only ~8% by 2022, online education is
set to have a much larger increase. Strong growth is likely across all 3 major K12
segments, with grades 1–5 seeing the fastest growth.

EdTech Market Growth

The Post-K12 EdTech industry is divided into 4 segments, each catering to different
education needs and outcomes: higher education, technical skilling, test preparation

27
for government jobs, test preparation for other jobs. There is ample opportunity for
market expansion here, provided certain obstacles are adequately addressed. The
industry will grow threefold by 2022, swelling to $1.7 BN in sales. Much of this will
come from EdTech offerings focusing on higher education, as it does today.

Creating multiple winners in the online education market India’s large EdTech-
addressable population of 150 million students cuts across city tiers, income groups,
language proficiencies, and curricula. The multiple subsegments make it essential for
EdTech companies to make differentiations based on syllabi, language, pricing,
pedagogy, offline support, and teacher training. Reimagining pricing strategies About
60% of users who are aware of EdTech are willing to pay for a product. However, the
current pricing does not meet the product requirement. Users face several hurdles in
adopting EdTech as the main source of supplementary education. Only 18% of
current users have replaced offline support with EdTech. By offering trials for paid
services, EdTech companies can help parents and children understand if and how their
product or service is better suited to their needs than offline tuitions. A fulloffering
product can charge up to 70–80% of offline tuitions. For modular offerings, the
pricing can be further lowered. K12 India’s existing K12 and Post-K12 education
ecosystem is ineffective, and it has long been in need of disruption. Increasingly,
parents and students have started relying on supplementary education to make up for
any gaps in the classroom. In Post-K12, areas such as automation and
macroeconomics undergo constant change, which consequently affects employment
prospects. Thus, the need for adult education is now being felt more acutely than ever
before. Most frequently, such ancillary education comes in the form of offline
tuitions. The data revolution in the past 2 years and the rise of India’s “aspirers”—
who form the most ambitious and populous income demographic but are severely
underserved—has led to the rise of a number of entrepreneurs in education
technology, i.e. EdTech. It is here that the next wave of growth will take place, as
more and more innovations focus on the “aspirers.” 15 EdTech in India Focusing on
cognitive learning and long-term outcomes for younger audiences Grade 1–5 EdTech
users (currently with a low base of ~5 MN users) are going to leapfrog the offline
supplementary adoption, growing at CAGR of 93% over 2019–22 to ~36 MN users.
The tendency for EdTech companies to be exam- or resultsfocused is a deterrent for
parents of young children. Most companies are yet to mine opportunities in cognitive
development rather than academic performance. EdTech has the opportunity to take
an edge over offline tuition which do not serve the primary demands of people raising
young children i.e. logic building and habit formation. Reinventing high-value sales
Most EdTech companies with a large number of users have relied on a feet-on-street8
sales team and demos to convince people to pay for their products. To ensure
affordability for the Next Half Billion (NHB), K12 companies will need to keep sales
costs low, by driving efficient digital sales in order to both grow more rapidly and
have better unit economics

28
Leveraging teachers for trust, adoption, engagement, and outcomes Teachers are the
gatekeepers of education-related decisions taken by parents, starting from needs-
realization and awareness to purchase decision and experience. Moreover, the ‘human
element’ is essential for EdTech to bypass offline tuition. Teachers have remained
underutilized by EdTech players, who must leverage them in two ways: as delivery
partners and as promoters. Assisted-learning models have a better NPS of 44
compared to 31 for self-paced learning models. About 31% of parents of children in
grades 1–5 were disinclined to purchase EdTech due to the lack of teacher and peer
interaction. 8. Feet-on-street sales force/team refers to company-appointed salesforce
that engages in door-to-door sales (push sales tactic) by offering product demos and
clarifications to convince and convert leads into paying customers Offering vernacular
language content Children are more comfortable communicating in their mother
tongue or their local language, even if they study in English-medium schools. On
some of India’s biggest content platforms, the active users are largely from non-
metros and prefer vernacular content. Companies must tailor their solution and
incorporate language nuances for effective delivery and user engagement

Driving engagement, particularly among paid users The NPS (Net Promoter Score)
stands at 45 among paid EdTech users. This is a much higher score when compared to
other tech-based industries such as food and wellness, mobility and e-tailing. This is a
promising sign for EdTech and should create a ripple effect on product adoption and
customer loyalty. It can also be used in wordof-mouth campaigns and testimonials to
foster trust among non-paying users. Increasing trust through brand building,
engagement, and outcomes Entrepreneurs have a unique opportunity to utilize student
outcomes to build a brand, e.g. school exam results, college admissions, or learning
proficiency. Entrepreneurs should focus on demonstrating student outcomes and
utilizing these outcomes for building trust and brand. Among active users, over 55%
cite digital ads as their primary source of awareness. The effectiveness of digital ads
in creating awareness is equally impressive among non-users, with 45% non-users
indicating they became aware of EdTech through online ads. NHB digital usage and
habits are evolving. Companies should use digital channels effectively keeping that in
mind.

Ensuring assistance and social interaction in adult learning Learning is a social

exercise, underpinned by interactions between those who impart education and those
who imbibe it. This is true across K12 and Post-K12 segments. Around 40% of those
in Post-K12 who are inclined to use EdTech for technical skills specifically look for
assisted-learning models, and 90% of paying EdTech users rated interactivity as a key
engagement driver. EdTech must incorporate tools that enable customers to
communicate with peers and teachers to help adults achieve learning outcomes.

Providing multilingual content and modular offerings for effective monetization in the
government job test prep segment There is a great demand for government jobs in
India. In this segment, 75% of the students surveyed expressed an inclination to pay
for unbundled or monthly test preparation series, and 55% prefer to sign up for

29
bilingual courses. EdTech must ensure that their content offerings are available in
multiple languages and that users can purchase relevant modules separately. Utilizing
the high willingness to pay for technical skilling that culminates in career
development With the rise in automation comes changing skills requirements, which
has fuelled the aspiration for reskilling for career improvement. More than 80% of
mid-level whitecollar respondents were willing to pay for technical skilling courses to
advance their career development. By 2022, the paid userbase is set to increase 2.5
times to ~1.5 MN users from ~600K in 2019. About 76% of respondents rated career
support as a must-have in technical skilling products. EdTech should focus on
ensuring career development and will benefit from models such as the Income-
Sharing Model, wherein a student pays to the education provider only when they
achieve a minimum threshold of outcome.

Building trust by making student testimonials widely available across relevant content
platforms Learners conduct extensive research across platforms before purchasing
EdTech products and are proactive in scouting for options. About 68% of the
respondents said they conduct research even after word-of-mouth referrals or personal
recommendations. Nearly 77% use job portals, 30% use Google and 25% use
YouTube as search avenues for career opportunities. Quora and Reddit are other
viable yet under-leveraged platforms. Almost 50% of those researching for test-prep
products use these two platforms for learning about course pedagogy and benefits.
Integrating life-skills training with curriculum to enhance employability and outcomes
The “India Skills Report” outlines that employers prefer candidates who have better
communication skills and are ready to learn and adapt to changing business
environments. EdTech companies must focus on imparting these soft skills, in
addition to providing technical know-how. This will help provide the required skill set
for the workforce of the future to succeed.

Rationale for study

As the number of online education courses in higher education has increased,

concerns and issues have arisen about the quality of these courses (Yang &
Cornelious, 2003). Many problems that have arisen in online education regarding its
quality are often related, but not limited to: (a) the requirement of separate quality
assurance standards, (b), programs having low (or no) quality standards, and (c) there
is no consensus on what constitutes learning quality (Twigg, 2001). Carnevale (2000)
reported that Nick Smith (D, Michigan), the chairman of the House of Representatives
science subcommittee on basic research expressed deep concerns about the quality of
internet-based courses during a hearing in May of year 2000. Representative Smith
stated that he remained skeptical of the quality of online learning, “... students who
take courses online don't interact as much as their peers in traditional courses, and that

30
they may walk away with knowledge but not with an understanding of how to think
for themselves (p. 51.)” Concerns have also arisen as to the use of technology as a
panacea to correct financial problems of institutions rather than serve as a valid
teaching method (Hensrud, 2001). Brown & Green (2003) have also argued that
online course delivery is often viewed by “administrators as a ‘cash cow’ venue – a
means of delivering instruction to a large number of paying customers without the
expense of providing things such as temperature controlled classroom and parking
spaces” (p. 148). Many opponents of online education question whether or not online
learning can provide the same interaction between instructor-students and students-
students as traditional classrooms offered (Roblyer & Ekhaml, 2000). Some
opponents also question the quality of online education since the quality of instructors
who teach online courses cannot be guaranteed (Weiger, 1998). Arguments are made
that as consumers of online education, students are unlikely to be able to find out
information about the quality of the courses that are provided (Twigg, 2001). Schools
or universities that offer online education courses typically do not provide
comparative information for students e.g., how would a student know which online
course meets his/her needs? Moreover, prerequisites that are essential for taking a
particular online course are usually not clearly stated on websites for students, and
when students are encountering technical problems, who will they be able to ask for
assistance if it is not available to them (Twigg, 2001, p. 15). Thus, additional research
is needed to examine the quality of online education. Proponents are in support of
online education. They have suggested that the lack of face-to-face interaction can be
substituted by online discussions in bulletin board systems, online video conferences
or on listservs (Blake, 2000). Online education can also promote students’ critical
thinking skills, deep learning, collaborative learning, and problem-solving skills
(Ascough, 2002; Rosie, 2000 & Briggs, 1999). Donlevy (2003) asserted that online
education may help schools expand curricula offerings with less cost and can help
graduates gain important technology skills to improve their marketability. Proponents
also argue that online education can encourage nondiscriminatory teaching and
learning practices since the teachers and students, as well as students and their 863
classmates typically do not meet face-to-face. Palloff and Pratt (1999) reported that
because students cannot tell the race, gender, physical characteristics of each other
and their teachers, online education presents a bias-free teaching and learning
environment for instructors and students. Quality, as used in this study is the extent to
which an internet-based distance education program meets the benchmark criteria
established by the Institute of Higher Education Policy in 2000 (IHEP 2000). In order
for a distance education program to be recognized as a quality program it should meet
these specific criteria (Hensrud, 2001). According to Kearsley (2000), to be
considered as good-quality online course, ten most critical elements must be
incorporated. They are “content, pedagogy, motivation, feedback,
coordination/organization, usability, assistance, workload, and flexibility” (p.105).
Numerous research projects have been conducted from the perspectives of faculty
(Bennett & Bennett, 2002; Bower, 2001; O’Quinn & Corry, 2002; Yueng, 2001) and
administrators (Alley, 2001; Giannoni & Tesone, 2003; Husman & Miller, 2001)

31
toward the quality of distance education, where the Internet was used as the major
delivery method, based upon the IHEP’s quality benchmarks. However, there is a lack
of research to measure the quality of online education from the students’ perspective.
Little is known about the quality of programs that offer online education, especially
those programs based on the Internet. Faculty, administrators, and policy makers need
to know how their “customers” view the quality of online education programs based
upon their own learning experiences.

Course design and satisfaction of students

The course’s technological design is highly persuading the students’ learning
and satisfaction through their course expectations (Liaw, 2008; Lin et
al., 2008). Active course design indicates the students’ effective outcomes
compared to the traditional design (Black & Kassaye, 2014). Learning style is
essential for effective course design (Wooldridge, 1995). While creating an
online course design, it is essential to keep in mind that we generate an
experience for students with different learning styles. Similarly,
(Jenkins, 2015) highlighted that the course design attributes could be
developed and employed to enhance student success. Hence the hypothesis
that the course design significantly affects students’ satisfaction was included
in this study

Prompt feedback and satisfaction of students

The emphasis in this study is to understand the influence of prompt feedback

on satisfaction. Feedback gives the information about the students’ effective
performance (Chang, 2011; Grebennikov & Shah, 2013; Simsek et al., 2017).
Prompt feedback enhances student learning experience (Brownlee et
al., 2009) and boosts satisfaction (O'donovan, 2017). Prompt feedback is the
self-evaluation tool for the students (Rogers, 1992) by which they can improve
their performance. Eraut (2006) highlighted the impact of feedback on future
practice and student learning development. Good feedback practice is
beneficial for student learning and teachers to improve students’ learning
experience (Yorke, 2003). Hence the hypothesis that prompt feedback
significantly affects satisfaction was included in this study.

Expectations and satisfaction of students

Expectation is a crucial factor that directly influences the satisfaction of the

student. Expectation Disconfirmation Theory (EDT) (Oliver, 1980) was

32
utilized to determine the level of satisfaction based on their expectations
(Schwarz & Zhu, 2015). Student’s expectation is the best way to improve their
satisfaction (Brown et al., 2014). It is possible to recognize student
expectations to progress satisfaction level (ICSB, 2015). Finally, the positive
approach used in many online learning classes has been shown to place a high
expectation on learners (Gold, 2011) and has led to successful outcomes.
Hence the hypothesis that expectations of the student significantly affect the
satisfaction was included in this study.

Satisfaction and performance of the students

Zeithaml (1988) describes that satisfaction is the outcome result of the

performance of any educational institute. According to Kotler and Clarke
(1986), satisfaction is the desired outcome of any aim that amuses any
individual’s admiration. Quality interactions between instructor and students
lead to student satisfaction (Malik et al., 2010; Martínez-Argüelles et
al., 2016). Teaching quality and course material enhances the student
satisfaction by successful outcomes (Sanderson, 1995). Satisfaction relates to
the student performance in terms of motivation, learning, assurance, and
retention (Biner et al., 1996). Mensink and King (2020) described that
performance is the conclusion of student-teacher efforts, and it shows the
interest of students in the studies. The critical element in education is
students’ academic performance (Rono, 2013). Therefore, it is considered as
center pole, and the entire education system rotates around the student’s
performance. Narad and Abdullah (2016) concluded that the students’
academic performance determines academic institutions’ success and failure.

Singh et al. (2016) asserted that the student academic performance directly
influences the country’s socio-economic development. Farooq et al. (2011)
highlights the students’ academic performance is the primary concern of all
faculties. Additionally, the main foundation of knowledge gaining and
improvement of skills is student’s academic performance. According to Narad
and Abdullah (2016), regular evaluation or examinations is essential over a
specific period of time in assessing students’ academic performance for better
outcomes. Hence the hypothesis that satisfaction significantly affects the
performance of the students was included in this study.

Satisfaction as mediator

Sibanda et al. (2015) applied the goal theory to examine the factors
persuading students’ academic performance that enlightens students’
significance connected to their satisfaction and academic achievement.

33
According to this theory, students perform well if they know about factors that
impact on their performance. Regarding the above variables, institutional
factors that influence student satisfaction through performance include course
design and quality of the instructor (DeBourgh, 2003; Lado et al., 2003),
prompt feedback, and expectation (Fredericksen et al., 2000). Hence the
hypothesis that quality of the instructor, course design, prompts feedback, and
student expectations significantly affect the students’ performance through
satisfaction was included in this study.

 H6: Quality of the instructor, course design, prompt feedback, and

student’ expectations affect the students’ performance through
satisfaction.

 H6a: Students’ satisfaction mediates the relationship between quality

of the instructor and student’s performance.

 H6b: Students’ satisfaction mediates the relationship between course

design and student’s performance.

 H6c: Students’ satisfaction mediates the relationship between prompt

feedback and student’s performance.

 H6d: Students’ satisfaction mediates the relationship between student’

expectations and student’s performance.

Design

The study used a descriptive research design. The factors “instructor quality, course
design, prompt feedback and students’ expectation” were independent variables. The
students’ satisfaction was mediator and students’ performance was the dependent
variable in the current study

SCOPE FOR THE STUDY

The data was collected from the respondents across all the STUDENTS. The total
sample size for the study is 100. The study involves ascertaining the student’s
perception towards various areas such as online study, promotions offered, billing
system and parking facility etc. The study is also about the private label brand
particularly in study service. The study also tries to know why the students learn and

34
study in VEDANTU and get valuable suggestions from them. So, the study tried to
get the responses almost all kinds of respondents.

 OBJECTIVE OF THE STUDY

PRIMARY OBJECTIVE

The objective of the project is to study about the Students setisfaction of the online
study at VEDANTY.

SECONDARY OBJECTIVE
To know the overall setisfaction of the students towards VEDANTU. To understand
the setisfaction of students towards study, service, quality, availability of teachers and
accessibility of wave in VEDANTU. To
measure the awareness about VEDANTU private organization particularly in online
learning and study. To study about students setisfaction on service provided by
VEDANTU. To understand the student’s expectation from VEDANTU.

To understand the promotions offered and interaction of service personnel with the
students at vedantu. 

RESEARCH METHODOLOGY

The study is exclusively done in the area of marketing. It is a process requiring care,
sophistication, experience, business judgment, and imagination for which there can be

no mechanical substitutes .

Reliability and Domain Sampling

35
Prior to any analysis of the item responses collected in this sample, the psychometric
quality of the information yielded by the instrument was assessed with validated
techniques. Next, coefficient alpha (Cronbach, 1951) was used to determine the
survey reliability. The psychometric sampling issue of how well the items comprise a
reasonable sample from the domain of interest is an important aspect of analyzing
constructs such as student satisfaction. Addressing this issue, Guttman (1953)
developed a theoretical solution illustrating that the domain sampling properties of
items improve when the inverse of the correlation matrix approaches a diagonal.
Kaiser and Rice (1974) used this property to develop their measure of sample
adequacy. The index has an upper bound of one with Kaiser offering some decision
rules for interpreting the value of measure of sampling adequacy (MSA). If the value
of the index is in the range .80 to .99, the investigator has evidence of an excellent
domain sample. Values in the .70s signal an acceptable result, and those in the .60s
indicate data that are unacceptable. MSA has been used for data assessment prior to
the application of any factoring procedures. Computation of the MSA index gives the
investigators a benchmark for the construct validity of the items. This procedure was
recommended by Dziuban and Shirkey (1974) prior to any latent dimension analysis.
An individual MSA for each variable gives the investigators an indication of whether
or not a particular item belongs in the particular domain.

Dimensionality of Student Responses

The investigators sought to determine whether multiple dimensions underlie students’

satisfaction to their online learning environments. This is normally accomplished by
the application of some version of the generalized factor analysis procedure. In this
study the data were analyzed with Guttman’s (1954) image analysis. The procedure
assumes that the data sets divide into two components. The first component is the
portion of data that can be predicted from the remaining variables in the set (the
image). The second component is the data that is not predictable from the remaining
variables (the anti-image). The method is operationalized by predicting a standardized
score on a variable for each individual from the remaining variables in the set. The
image procedure derives underlying components found in the covariance matrix (the
36
image matrix) of the standardized variables. The number of factors (components)
retained in the final solution was determined by a procedure originally proposed by
Dziuban and Shirkey (1993) and later validated by Hill (2011). The method involves
the initial assessment of the dataset with the MSA followed by subsequent MSA
computation on the matrix of partial correlations once the impact of the first, second,
third etc. number of factors have been removed from the system. Once a value in
the .60s has been reached, the majority of information from the system has been
attained. The initial pattern matrix was transformed (rotated) according to the promax
(Hendrickson & White, 1964) procedure. Pattern coefficients absolutely larger
than .40 were used for interpretation purposes (Stevens, 2002). Once the final
dimensionality of the data set was determined, factor scores for each subject in the
sample were derived using the Anderson and Rubin (1956) method. These scores
have a mean of zero and a standard deviation of one and are uncorrelated with each
other. They also have a reasonably good relationship to the estimated factor validity.
The final step in the handling of the data involved deriving a linear transformation of
the standardized factor scores with T = (Z x 10) + 50 giving the scores a mean of 50
and standard deviation of 10 for ease of interpretation. The scores for each factor were
used as dependent measures for a rescaled comparison variable related to overall
online course satisfaction. Because the number of dissatisfied students was small, the
comparison variable was declassified into satisfied, ambivalent, and dissatisfied and
used as a factor in the hypothesis test. The investigators were concerned with trends
and effect size differences among the dissatisfied (4%), ambivalent (5%), and
satisfied (91%) groups followed by Bonferroni post hoc comparisons (Hochberg,
1988).

RESEARCH DESIGN

CUMULATIVE PERCENT

Research design is needed because it facilitates the smooth sailing of the various
research operations thereby research as effective as possible yielding maximal
information with minimal expenditure of effort, time and money. There are many

37
kinds of research design namely exploratory, diagnostic research, descriptive
research, hypothesis testing, etc. This research deals with descriptive research. The
research study undertaken by the researcher in this project was the “Descriptive
Study”. It includes surveys and fact-finding enquiries of different kinds. The major
purpose of descriptive research is description of the state of affairs, as it exists at
present. The main characteristics of this method are that the researcher has no
control over the variables; it can only report which has happened or what is
happening. 

CHAPTERISATION

The first chapter deals with the introduction, statement of the problem, objectives of
the study, scope of the study, research methodology and the limitations of the study.
The second chapter covers the review of literature which includes both the
conceptual and research review. The third chapter focuses on the industry and the
company profile. The fourth chapter deals with the analysis and interpretation of
data. The fifth chapter recapitulates the summary of main findings, suggestions and
conclusion of the study.

LIMITATIONS OF THE STUDY

Every research is carried under VEDANTU and this research is not an exception. •
The opinion of the respondents studying in vedantu may not represent the whole
setisfaction• Due to the limitations of time, larger respondents base could not be
covered and was limited to a sample size of 100 respondents. • There might have
been tendencies among the respondents to filter their responses under the given
conditions. • The student’s opinion might have been biased and may not

represent the service of the vedantu .

38
DATA ANALYSIS AND INTERPRETATION

CLASS WISE CLASSIFICATION OF RESPONDENTS

TEACHERS WISE CLASSIFICATION OF RESPONDENTS
AGE GROUP
FREQUENCY
PERCENT
VALID PERCENT

Purpose of the Study

Although the literature regarding online education is expanding, studies related to

the quality of online education are limited. Among those examined, few researchers
have examined the quality of online education from the students’ perspective.
Therefore, there is a need to investigate students’ perceptions towards the quality of
online education. The purpose of this study was to examine the quality of existing
online education courses that utilize the Internet as the primary instructional
delivery method. The focus of this study was to examine students’ perceptions of
the quality of online education. The findings of this study may contribute to the
literature of online education in terms of quality assurance. The results should
hopefully enable institutions offering online education to evaluate their programs
based on the findings and the recommendations in this study.

LITERATURE REVIEW

CONCEPTUAL REVIEW

39
RESEARCH REVIEW

Students’ satisfaction can be defined as a short-term attitude resulting from an

evaluation of students’ educational experience, services and facilities. Earlier it
was measured by common satisfaction frameworks but later higher education
specify satisfaction models were developed. The objective of this review is to
render all available constructive literature about students’ satisfaction with a
sound theoretical and empirical background. Data were collected from refereed
journals and conference papers, and are constructively analyzed from different
point of views to filter a sound background for future studies. The first section of
the paper discusses students’ satisfaction, satisfaction models and frameworks
used by previous researchers around the world and second section explain the
empirical findings of previous studies in real world context.

FINDINGD

The purpose of this study was to examine students’ perceptions towards the online
education based upon the online learning experiences they had. Students perceptions
toward online education based on their own experiences have been examined. The
factors which shaped those students’ online education experiences have also been
investigated. The findings of this research will be grouped in two clusters: students’
positive experiences and negative experiences. The students’ positive experiences
were: flexibility, cost-effectiveness, electronic research availability, and ease of
connection to the Internet. The students’ negative experiences were identified as:
delayed feedback from instructors, unavailable technical support from instructor, lack
of self-regulation and self- 869 motivation, and the sense of isolation. Factors that
contributed to students’ positive experiences were: flexibility of class participation
time and self-paced study, cost-effectiveness of online class, electronic research
availability, well-designed course layout, ease connection of the Internet, easy
navigation of the online class interface, and familiarity with the instructor. Factors
that contributed to student’ negative experiences were: delayed feedback from
instructor; unavailable technical support from instructor, lack of self-regulation and
self-motivation, sense of isolation, monotonous instructional methods, and poorly-
designed course content.

40
The purpose of this study was to examine students’ perceptions towards the online
education based upon the online learning experiences they had. Students perceptions
toward online education based on their own experiences have been examined. The
factors which shaped those students’ online education experiences have also been
investigated. The findings of this research will be grouped in two clusters: students’
positive experiences and negative experiences. The students’ positive experiences
were: flexibility, cost-effectiveness, electronic research availability, and ease of
connection to the Internet. The students’ negative experiences were identified as:
delayed feedback from instructors, unavailable technical support from instructor, lack
of self-regulation and self- 869 motivation, and the sense of isolation. Factors that
contributed to students’ positive experiences were: flexibility of class participation
time and self-paced study, cost-effectiveness of online class, electronic research
availability, well-designed course layout, ease connection of the Internet, easy
navigation of the online class interface, and familiarity with the instructor. Factors
that contributed to student’ negative experiences were: delayed feedback from
instructor; unavailable technical support from instructor, lack of self-regulation and
self-motivation, sense of isolation, monotonous instructional methods, and poorly-
designed course content. Positive experiences and contributed factors 1. Flexibility
The flexibility of online education has been widely recognized as one advantage. The
most important factor that contributed to participants’ positive experience was the
flexible class participation time. All three participants in this study emphasized the
convenience they enjoyed from not being required to drive to campus, and plan their
work and study at their own time. Flexibility with time was one positive experience
found in this study. Students could log in to the online course at any time when they
are available. “It allows me to take to log on at will and view my courses and
assignments at will.” “I don’t have to worry about trying to find time to come to
campus or a pointed pace to meet with the instructor.” “One benefit of online course
is that you don’t have to worry about trying to find time to meet as a whole class”. “I
have very little time to dedicate to coming to a campus to pursue my education
because I am a full time mom.” “There is no hassle in trying to rush to get to class.”
“You’re never late for class.” One of the non-traditional students reported that he had
a full-time job that was extremely demanding and the only option he had at that time
was the online class. This student had strong emotions about the sacrifices that he
perceived his family had made due to his pursuit of a higher education degree. He
expressed anger towards the educational system for not making it easier to attend
college. “More online courses would have been a huge benefit…less time away from
my family.” Flexibility with self-paced study is another positive experience found in
this study. The participants had full control of when to study the required knowledge
content by instructor. It was considered as one remarkable advantage for the fulltime
employee and the full time mother. “You can pace your work at your own time and
you don’t have to listen to lectures by the instructor.” “Basically, I get to work around
my own time schedule.” “It helps me to manage my time.” “You have time to sit back
and reflect your initial reactions to the discussion topics.” Participants also perceived
online education as an enjoyable experience when studying with no pressure from the

41
instructor and the other students. The participants felt convenience was also important
because “There is no distraction from your classmates”, and “There is no one looking
over your shoulder or checking your homework or forcing you to read.” “You can
pace your work at your own time and you don’t have to listen to lectures by the
instructor.” 2. Cost-effectiveness All the three participants agreed to the cost-
effectiveness of online education. Although they have to pay extra for a fee so-called
“Special class fee”, compared to the automobile, gas, textbook, and meal cost, they
would rather take online classes to save those extra expenses. “I think online courses
save me money. I have less automobile cost because I don’t drive come back and
forth to campus.” “I spend less on class materials, because I fell online courses require
fewer books if any. I don’t spend extra money on backpacks, notebook papers,
parking decals or fines. I feel that I make more efficient use of my money while
taking online courses.” 3. Electronic research availability Electronic research
availability was the third positive experience had by the participants. When the
graduate student was required to do some research work, the digital library was his
first choice. The student perceived that the library provided a good support on the
research activities in the online class. “As far as research support, our library did a
good job. We can use online databases. If we have any questions, we can call the
librarian, the librarian can help us to answer the questions.” “If the book or article in
not available in the library, we can use the library loan.” “The online indexes and
databases are open to all students.” 4. Ease of connection to the Internet The ease of
connection to the Internet is the fourth positive experience found in this study. The
easy access to computer and Internet stimulates students’ interests to access their
online courses quite often. Since they have access at home or at the dorm, they didn’t
need to drive to campus or school to access their online class. Some could receive
discounts on Internet access due to the enrollment of online class. “With this online
program available through internet, getting a degree is possible.” “I have Internet
access at dorm, I can access my course at any time, and it’s so easy for me.” “I am
able to get dial-up Internet access cheap from university.” 5. Easy navigation of the
online class interface The well-designed online course made it easy for students to
navigate and find the information they were 870 seeking. Two kinds of courseware
technology were utilized by different participant. Two participants’ online courses
utilized WebCT, and one participant who took the undergraduate course used
Blackboard. Therefore, there were two different kinds of interfaces being used in this
study. Two students stated the easy navigation for the whole class design. “The menus
on the screen on the Blackboard are very easy to use. I can easily navigate my way
around the screen.” “The amount of links, information and navigation bar, everything
is very simple and laid out on the homepage.” Automatic grading for tests by the
courseware was perceived as a good experience by one participant. “I can receive the
results for the tests immediately after I took it.” A second participant also reported
automatic grading by the courseware as a positive of the course. Stating that it was
great to see not only your grade for a specific quiz or test, but to have a list of all
grades received. Another participant did not receive automatic grading and reported
long delays in reporting. The participant stated, “We’ve already taken three exams,

42
but I still haven’t gotten the result from my first test yet.” 6. Familiarity with the
instructor One interesting phenomenon found in this study was the comfort level or
familiarity with the instructor. One participant indicated that, “I feel good about this
class, because I know the instructor pretty well.” When asked if this familiarity
brought any effect on his perceptions towards the quality of the online class, the
participant answer, “I believe this familiarity make me feel more comfortable since I
already knew how the instructor behaved and his way of teaching.” Negative
experiences and contributed factors 1. Delayed feedback from instructor The delayed
feedback from the instructor was conceived as the main factor which shaped students’
negative experience on the quality of online education. Students expect to receive
timely feedback from instructors on discussion postings, exam or tests, and submitted
assignments. “The feedback from the instructor is not immediate. So far, I haven’t
received any feedback yet. I think there is a huge need for improvements as regards to
the feedback from the instructor”. “You must have feedback on exams, discussion
postings, and main sources of communication on the regular basis.” Students also
expect the instructor to reply to email messages or voice mail messages promptly.
“She (the instructor) didn’t reply to my calls, or my email. I had no way to contact
her.” It normally took students a day, or several days to wait for feedback from the
instructor. “I have to wait for his responses, it normally takes a day or so.” The
document of discussion postings of one class showed that the instructor only replied
to students’ messages during the first and second weeks of the semester. The earliest
posted answer by students was Jan. 19th. The earliest response posted by the
instructor was Jan. 19th. The next response posted by the instructor was Jan. 29th. By
that this time the total amount of messages that had been posted were 33, almost one
third of Chapter 1 (89 messages). Among the 33 messages, the messages posted by
the instructor were ZERO. No wonder the student complained that no feedback had
been given to him. When students did not receive feedback from the instructor, they
felt frustrated, depressed, and less motivated. “This miscommunication killed my
motivation and I almost cancelled the class.” “Sometimes it was very easy for me to
get frustrated when I encounter something that I don’t understand.” “He is probably
busy, spending his day teaching traditional classes. Therefore, he doesn’t have to read
and respond to emails until after hours.” Partic ipants then perceived “Time and
response time is a drawback in all aspects of online education.” During the
conversation, the interviewee mentioned several times about the frustration he
experienced because of delayed or lack of feedback from the instructor, such as “I
hate this class, no feedback, no response.” He shook his head, and sighed deeply when
giving the above comment. 2. Unavailable technical support from instructor When
students have technical problems, they need someone to help them. The person that
came to their mind first was the instructor. Thus, when the technical support from the
instructor was not available, negative experiences will be brought up. One participant
mentioned that she and her classmates had no technology background, “Many
students have little technical background knowledge of computers”. It was even
difficult for her to explain the problems she experienced with modern technology.
“Some problems or gray areas are hard to sum up in words. It is also difficult for the

43
instructor to always know what the student is trying to say or describe.” Thus, she
said “I have to seek advice from friends, who were computer literate about how to
send and compose messages.” They suggested that “A how-to-mini lesson would be
ideal.”, or “... some type of training or workshop on WebCT before class will be
beneficial to us.” 3. Lack of self-regulation and self-motivation While online learners
enjoyed the flexibility and convenience of online education, they also needed to keep
in mind that they had to take some responsibility for their own learning. Due to the
freedom and convenient nature 871 of online courses, self-regulation and self-
motivation are highly expected for students to be successful. When students can’t
control him/herself, he/she might miss the due date for the assignments, or even the
dates for the tests. One participant missed the deadline for one of his tests. He had to
keep contacting the instructor for an opportunity to make up the test. However, he
couldn’t contact the instructor through any means, which also caused his negative
experience due to this lack of connection. The participants stated, “You must be really
self-motivated and focused”. “I am easily distracted and I put off things until the last
minute”. Sometimes they even complained about the freedom and independence they
had enjoyed, “Independence and freedom can get you in trouble.” “It is so easy to not
to complete an assignment.” “You don’t have a specific time to do your work, so it’s
very easy to get off track and lose focus.” “If I were in a traditional class, at least I can
talk to classmates, and we may remind each other about the due dates for assignments
and tests.” Participants in this study spent their time on housework, babysitting, other
coursework, or activities. Because the class didn’t meet, sometimes they forgot that
they were taking online courses. “Sometimes I will forget my assignments.” However,
the participant realized that he needed to control himself, and motivate himself, “If I
could have spent some time in preparing for the test, I wouldn’t have gotten such a
bad score.” He also realized that he spent too much time on other things, such as
talking on the phone, and traveling. “Sorry, I talked too long (he spent 30 or more
minutes talking on the phone.” “I had too much travel this year, because I had to go
for an interview.” 4. Sense of isolation There are a variety reasons that caused a sense
of isolation for online learners in this study. One reason was the lack of interpersonal
communication or interaction between instructor/student, and student/students. “You
can’t talk to teacher face to face on a regularly basis if at all.” “You miss out hands-on
experiences done in class, and you won’t be able to interact with other students.” The
participant felt a strong isolation in the online class he was taking because he kept
saying “I feel I am nowhere and live in a lonely island.” Especially when there is no
group work for online learners, they won’t even have chance to talk to their group
members. Consequently, students don’t know the instructor, and don’t know his/her
classmates. “So far I don’t know how many classmates I have, and who they are.”
“Although the instructor listed her number on the class page, but I can never reach
her.” 5. Monotonous instructional methods Another reason that caused the feeling of
isolation was the monotonous instructional methods used in the online class. Two
participants in this study indicated that the message board was the only
communication and interaction method used by their instructor. “We only
communicated through discussion boarding. She (the instructor) won’t reply to our

44
email message. As far as the chatting room, we never used it in this class. If we can
meet in the chatting room, it will be so much better.” The monotonous instructional
methods also included class materials the instructor prepared for students. Printed
materials were solely used in the graduate level class. In the music appreciation
undergraduate level class, sound files and graphics are also utilized as supplementary
teaching materials. Comparing those two, the participant in the monotonous learning
environment expressed his feeling and suggestion, “Everything is printed. If we could
have different material, such as audio, video, or even let us rent some video and write
a report on it, I will feel better for my learning.” 6. Poorly-designed online course
content A well-designed course interface can improve students’ use of class pages.
But a poorly designed course interface will make students lose in seeking information.
“I don’t know where she (the instructor) put the page for... (a certain assignment), it
was there two days, but now it is gone.” The structure of one course design was not
logic. They were the detailed syllabus and the extended syllabus. Under the extended
syllabus, there are two links, one is the detailed syllabus, and the other one is the
chapter outlines. But the chapter outlines were not linked. The interviewer also
noticed the inconsistent design of the course from the archival data documents. This
inconsistency caused students’ confusion and frustration in finding information they
need. Participants’ overall rating of the quality of online education indicated that they
did not believe that they had received a good quality online education. In addition,
from their experiences, the online courses they had taken did not meet the IHEP
benchmark criteria. IHEP benchmarks states: Feedback to student assignments and
questions is constructive and provided in a timely manner. Proper orientation is
advised to students before starting an online program. Students are provided with
supplemental course information about course objectives, concepts, etc. Students have
access to sufficient library resources that may include “virtual library”. Students are
provided with support services, such as information programs, technical and
proctoring requirements, training, technical assistance, student service personnel, and
a structured system to address student complaint. (p. 2-3). One positive thing
indicated by all participants was that they all had access to electronic library
resources. 872 However, they all expressed their dissatisfaction on the delayed
feedback, frustration of helplessness, and no orientation before the online classes were
given. Therefore, the participants did not perceive their online education to be of high
quality.

MY FINDINGS

45
1. Are you satisfy with vedantu teachers and its
way of teaching and presenting?

46
Pia chart

47
What are your experiences with online tutoring on Vedantu?

Mixed but majorly disappointing because of poor salary.

You can earn chillers here.

Maximum a teacher can earn is Rs. 3000 which is extremely difficult. You can
reach here after many months & by spending 7–8 hours on teaching.

All other claims of salary on their site are straight lies.

Because Vedantu treats its teachers like a daily wage laborer’s.

They charge bomb from Parents but pay peanuts or teacher.

I am teacher at Vedantu for super readers program.

Parent pay around Rs. 400 - 750 per class or Rs. 6000–8000 a month but teachers
are paid Rs.120/class & around Rs. 960 a month. This is specifically about Vedantu
super readers program.

Course, curriculum, teaching is actually really good.

This is one good thing about Vedantu. Students get one on one assistance & well
structured curriculum. For students its definitely better than other Edu tech
platform. Its much better than schools as well. But, its teacher who do the most
hard work. It teachers who deliver course to students. I absolutely love teaching
part but salary makes me demotivated.

Ideally teachers should be paid more than 50 % of the fees but teachers do not
even get 1/3rd of the fees paid by student.

This is highly unfair & unjust.

48
Its a million dollar company but they pay teachers like illiterate Laboure’s. It feels
like daily wage worker or dehadi majdoor. They can afford actors for
advertisement but teacher are paid Rs. 25 - 120/ hour of class. Its founder Vamsi
talks about educational revolution but he doesn’t respects educators to pay them
at least decent amount.

Shame on you Vamsi. Please at least follow what you have mentioned on your
site. A teacher must get an average salary of min Rs. 20000 after spending
120hours a month. But, they get less than salary of peon.

You can also see review of teacher of another program.

Positive experiences and contributed factors

Flexibility
The flexibility of online education has been widely recognized as one
advantage. The most important factor that contributed to participants’
positive experience was the flexible class participation time. All three
participants in this study emphasized the convenience they enjoyed from

49
not being required to drive to campus, and plan their work and study at
their own time. Flexibility with time was one positive experience found in
this study. Students could log in to the online course at any time when they
are available. “It allows me to take to log on at will and view my courses and
assignments at will.” “I don’t have to worry about trying to find time to
come to campus or a pointed pace to meet with the instructor.” “One
benefit of online course is that you don’t have to worry about trying to find
time to meet as a whole class”. “I have very little time to dedicate to coming
to a campus to pursue my education because I am a full time mom.” “There
is no hassle in trying to rush to get to class.” “You’re never late for class.”
One of the non-traditional students reported that he had a full-time job that
was extremely demanding and the only option he had at that time was the
online class. This student had strong emotions about the sacrifices that he
perceived his family had made due to his pursuit of a higher education
degree. He expressed anger towards the educational system for not making
it easier to attend college. “More online courses would have been a huge
benefit…less time away from my family.” Flexibility with self-paced study is
another positive experience found in this study. The participants had full
control of when to study the required knowledge content by instructor. It
was considered as one remarkable advantage for the fulltime employee and
the full time mother. “You can pace your work at your own time and you
don’t have to listen to lectures by the instructor.” “Basically, I get to work
around my own time schedule.” “It helps me to manage my time.” “You
have time to sit back and reflect your initial reactions to the discussion
topics.” Participants also perceived online education as an enjoyable
experience when studying with no pressure from the instructor and the
other students. The participants felt convenience was also important
because “There is no distraction from your classmates”, and “There is no
one looking over your shoulder or checking your homework or forcing you
to read.” “You can pace your work at your own time and you don’t have to
listen to lectures by the instructor.”

50
Limitations

There are a number of limitations in this study. Initially it should be noted that the
factors derived resulted from a one-time administration of the survey instrument
during the semester. Therefore, the stability of the satisfaction factors over an entire
semester has not been validated. Second, the study was conducted on individual item
responses rather than scales. Although this has precedent in literature, single items
with presumed low reliability can be problematic in factor studies such as this because
of their instability. Third, many aspects of exploratory factor analysis involve
arbitrary decisions, for instance, number of factors to extract, values for salience in
the pattern matrix, rotational strategy, and naming the final dimensions. Fourth, online
survey research using mass e-mailings to students has the possibility of introducing
response bias into the data. This makes replication of studies much more difficult.
Finally, although the investigators collected extensive demographic data on the
responding students, there was no possibility for controlling for many of the student
characteristics that might have influenced the results. This raises a more general
limitation resulting from the ease with which survey instruments can be distributed in
the electronic environment. This causes many students to suffer “survey fatigue” that
can adversely impact response rates.

CONCLUSION AND RECOMMENDATIONS

CONCLUSION:

Student Satisfaction in the Online Environment

51
 From its inception, the Sloan-Consortium (now the Online Learning Consortium)
established student satisfaction with online leaning as one of its founding metaphoric
pillars. In doing so, the organization demonstrated a commitment to the student voice
as a component for understanding effective teaching and learning. This commitment
by the Online Learning Consortium resulted in two decades of research devoted to
understanding how students define excellence in their learning space. Satisfaction
with online learning is becoming increasingly important in higher education for a
number of reasons. The most important is the rapid adoption of this teaching and
learning modality in colleges, universities, and community colleges across the
country. However, another mediating issue is the growing sense of student agency in
the educational process. Students are able and do express their opinions about their
educational experiences in formats ranging from end of course evaluation protocols to
social networks of all varieties making their voice more important than ever before.

Factor Studies

Online learning has redefined student satisfaction research. It has caused the
education research community to reexamine traditionally held assumptions that
learning primarily takes place within a metaphoric container called a “course.” In
reviewing the studies that address student satisfaction, from a factor analytic
perspective, one point becomes obvious: this is a complex system with very little
agreement. Even the most recent factor analytic studies have done little to resolve the
lack of consensus about the dimensions that underlie satisfaction with online learning.
This appears to be the factor invariance problem in full bloom, where differing
contexts mediate how students relate to their learning experiences because a common
prototype for online courses has been elusive at best. There exists the possibility that
each course incorporates several unique characteristics that make it difficult to
identity common factors that are robust across context. Although the results of these
studies differ in how many and what dimensions constitute satisfaction, their unifying
objective was the same: identify the underlying theoretical perspective of student
perception of online learning. In addition, all of them subscribed to latent trait theory,
recognizing that the important dimensions that students differentiate when they
express their opinions about online learning are formed by the combination of the
original items that cannot be directly observed—that which underlies student
satisfaction. Psychological Contracts as a Lens for Student Satisfaction Very often
theories developed in on one discipline inform work in another area. We contend that
this is the case with the psychological contracts and factors that define student
satisfaction with online learning. The theory of psychological contracts explains
employee satisfaction through the perspectives of expectations for the work place and

52
employee interactions. These contracts may be common across employees, for
instance safety on the job, or they may be unique to individual employees such as
promotion. The elements of the contract are implicit in that they are never formally
stated, but they are assumed by the individual holding them to be mutually agreed
upon between the employee and the employer. Of course, this may or may not be so.
Most importantly, a violation of the psychological contract, either real or perceived,
by either party, leads to workplace dissatisfaction. In factor analytic studies, items
about student satisfaction with online learning correspond to the formation of a
psychological contract. The survey responses are reconfigured into a smaller number
of latent (non-observable) dimensions that are never really articulated by the students,
but are, nonetheless, fully expected to be satisfied. Of course, instructors have
contracts for students as well. Studies such as this identify the student psychological
contact after the fact, not prior to the class, however, nothing prevents both from
happening and/or a comparison of the two. The prior contract might be identified
before the class and the satisfaction factors after the class.

 With India’s EdTech sector having endless potential towards boost and expansion,
Vedantu shows massive promise for a successful and glorious future. As we head
towards an educational structure dominated by educational technology, Vedantu is all
set to become one of the most renowned firms dominating the Indian education sector.

The lockdown has definitely led to massive growth for the Vedantu platform with its
number of subscribers has expanded exponentially over the past couple of months
across K-12 and competitive exams such as JEE and NEET.

Vedantu has been offering its services to 25 million students each month. As reported
by Economic Times, the platform has stated that it registered a 220% growth in users
to 2 million unique students who have participated in their live classes over the past
three months.

In 2019, Vedantu launched its WAVE platform. This platform adopts Artificial
Intelligence and Machine Learning for personalizing teaching as well as learning for
each student and has been developed for making LIVE classes more enticing and
engaging. One of the main challenges online education generally encounters is the
low completion rate of courses because of less engaging content. This factor has been
tackled by Vedantu which extends its focus on LIVE interactive classes to make its
classes more entertaining and interactive for its users.

Students’ satisfaction can be defined as a short-term attitude resulting from an

evaluation of students’ educational experience, services and facilities. Earlier it was
measured by common satisfaction frameworks but later higher education specify
satisfaction models were developed.

Students is very satisfied with vedantu online study and its admin support is good.
Mostly students satisfy with teachers’ knowledge and presenation skills. They have
good study material in vedantu.

53
This study also found the feeling of familiarity with the instructor influenced students’
learning experiences. When the online learner knows the online instructor, he/she may
feel more comfortable while taking the instructor’s online class. Based on this finding,
a question may be raised as to whether or not an online class should be taught by first-
year faculty? Further research may be conducted to examine the effectiveness of
online teaching by first-year faculty and senior faculty. When participants were asked
to evaluate the overall quality of online education they received, their answers were
moderate. Moderate quality of online education implies that they were not very
satisfied with the education received, or they did not perceive that the online
education they received as of high quality. The participants’ personality may have
some bearing on how responsible they felt for their own learning. Online learner may
need to change their own behaviors such as lack of self-motivation, spending too
much time on the phone, or not being an active and constructive learner. However,
when their negative experiences were examined, all of the factors except the one
related to learner characteristics (lack of self-regulation or self-motivation) are related
to the online instructor. Participant’s in this study felt lost, frustrated, and isolated
because there was lack of immediate response or no feedback from the instructor.
When the course content was not organized, it increased the level of perplexity and
nervousness of online learners. When participants encountered any technical
problems, the instructors were not able to assist them. Even when the instructor could
not help them, no other technical person could help the online learners either. When
the instructional methods were only through textbooks, or discussion postings,
students’ learning was not effective. The learners just completed assignment and
turned them in without transferring and assimilating the knowledge from textbook to
their own. The authors concluded that in the process of ensuring the quality of online
education, the instructor plays a key role. Not only because the instructor “faces” the
students directly, but also because more responsibility has been put on the instructor’s
shoulder. However, this does not mean that the administrator should be set aside in
the quality assurance of online education. More importantly, the administrator should
provide sufficient supports (training, administrative, monetary, and promotional), hire
qualified faculty, and motivate faculty to provide effective online teaching. This study
was conducted with students from two universities and one community college in the
south. Convenience sampling, rather than another sampling technique was used. If a
different sampling technique had been chosen, the results could be different.
Therefore, future research could be done with a homogeneous group of students,
using a larger sample size; including more universities and colleges in the study. This
study has contributed to the literature in the area of on-line education. It has also
provided valuable information from students that can serve both online instructors and
administrators in providing more effective on- 873 line education. This study suggests
that IHEP benchmarks should be adopted by every institution of higher education as a
measure of the online programs each institution offers. When the online education
programs do not meet the benchmarks, students won’t perceive their online education
to be of high quality. This study has also shown that more research need to be
conducted in the area of improving communications and utilizing multi-media to

54
enhance the on-line educational experiences of students in regard to both course
content and social connectedness.

SUGGESTIONS
 
The lockdown imposed amid the surge of COVID19, the dangerous virus with its dire
implications has actually proven to be quite fruitful for EdTech startups. Several of
them have witnessed massive revolutionizing growth over the past couple of months,
particularly when it comes to the Indian education sector.

With the EdTech era gaining popularity in full force, the recruitment levels of
educational technology companies have highly boosted leading to the development of
about 3,000 new jobs being observed in the sector, as reported by the Economic
Times. With an increase in its investment, India becomes one of the few nations, with
the most significant boost in this sector.

As educational institutions across the world face imminent closure, upon the
imposition of the lockdown, the reliance upon our technological advancements
becomes a necessity. Presently our technical resources are advanced enough to
handle not just a couple of online classes but to develop an entire structure for
distance education in schools and universities. Even upon the pandemic nearing its
end, these structures will continue to hold the fort, revolutionizing the world of
learning.

One of the top firms that has gained an edge over the lockdown includes Udemy,
Unacademy and ofcourse Vedantu, an online tutoring platform developed for the
purpose of offering live coaching classes for its students and enabling personalized
learning. In this blog we will talk about the story of Vedantu.

In order to succeed in an online class, students need to have the required level of
computer skills, motivation and a commitment to learn and work on their own. Online
classes are good for self-starters: those students who can take the initiative to complete
coursework without the direct supervision of a professor. Online learning is not for
everyone. Individuals who prefer face-to-face communication or traditional group work
should weigh these factors in determining if an online class is appropriate. Academic
standards for online courses are the same as those for all other courses offered within
the Department of Criminal Justice. Online courses provide students with a flexible and
convenient way to learn, but that doesn't mean online learning is easier than in a
traditional classroom. Online courses offer the same opportunities for learning and

55
growth, and the chance to challenge yourself as a student. As an online student you will
need to be motivated, dedicated and determined with your studies.
Online Course Formats

Online courses are typically offered in three formats: hybrid, online synchronous, online
asynchronous. These formats are defined below and noted in the course schedule.
Students need to pay special attention to the format designation when registering for
online courses.
Hybrid: Hybrid courses take place partially in the online environment and partially using
campus. Content and instruction are delivered through both limited on campus meetings
and the online environment. On campus meetings are outlined in the course syllabus
schedule.
Synchronous: Online web-based courses deliver content and communicate completely
via the internet, usually through the D2L course management system. All course content
is delivered in the online environment. Students must ‘meet’ online with the instructor
and/or other students during set time periods to participate in learning activities.
Asynchronous: Online web-based courses deliver content and communicate completely
via the internet, usually through the D2L course management system. Students are
expected to have access to an internet-connected computer and basic technical skills. All
course content is delivered in the online environment. No meeting times are required,
though deadlines and due dates within the course syllabus must be honored.
Course requirements

Students must read the course syllabus and any other documents related to the course
to be sure that they are aware of any and all instructor policies and course schedules.
Computer skills

In order to be successful in an online course, you must have a working knowledge of the
D2L system and basic computer skills, including taking online quizzes, managing and
uploading content, saving, opening, and placing files inside drop boxes, and creating a
document in a word processing program.
Communication and Participation

Be willing to utilize reliable and timely communication with classmates and faculty online.
You will need to consistently participate in online activities and log into your course at
least several times per week to view news items, participate in class activities,
assignments, online discussion and quizzes and tests.

Complete the online assignments, quizzes, and activities by the deadlines to allow your
instructor adequate time to review your work and provide feedback. All assignments must

56
be submitted in the format specified by your instructor through the D2L website according
to instructions.

Contact your instructor with course related questions well in advance of due dates as you
may need to wait up to 48 hours for a response to your questions.

Computer/Internet access

Your computer must have reliable access to the internet and be able to run one of the
compatible web browsers. Technological problems are not a sufficient excuse for failure
to complete course requirements.
Academic Integrity

Like a traditional classroom, students in online courses are responsible for maintaining
academic integrity and avoiding academic dishonesty in all its forms, including plagiarism
and cheating on tests, assignments, and activities. Be sure to review the RU Student
Code of Conduct, including the expectations regarding academic integrity.

BIBLIOGRAPHY

Bibliography refers to the sources through which information has been retrieved in
my project development:

1.  Jain, Samiksha (10 September 2015). "IIT alumni e-learning venture Vedantu

eyes 300% growth in coming years". Entrepreneur. Retrieved  5 October  2017.

2. ^ Babu, Anita (7 May 2015).  "Vedantu raises $5 mn from Accel Partners, Tiger
Global".  Business Standard India. Retrieved  5 October  2017  – via Business
Standard.

57
3. ^ "Why edtech startups will be the next to top the class - Gadgets Now". Gadget
Now. 7 August 2015. Retrieved  5 October  2017.

4. ^ Nandi, Kathakali (6 September 2015). "Choose your teacher on this online

portal".  The Hindu.  ISSN  0971-751X. Retrieved  5 October  2017.

5. ^ Poovanna, Sharan (14 October 2015).  "An online platform that makes
education more personalized". livemint.com/. Retrieved  5 October  2017.

6. ^ Babu, Anita (7 May 2015).  "Vedantu raises $5 mn from Accel Partners, Tiger
Global".  Business Standard India. Retrieved  5 October  2017.

7. ^ "Tech in Asia - Connecting Asia's startup ecosystem".  www.techinasia.com.

Retrieved 5 October 2017.

8. ^ "For IIT aspirants, coaching by IITians is at hand -

Livemint".  www.livemint.com. Retrieved  5 October  2017.

9. ^ "MT Educare Stock Price, Share Price, Live BSE/NSE, MT Educare Bids
Offers. Buy/Sell MT Educare news & tips, & F&O
Quotes". www.moneycontrol.com. Retrieved  5 October  2017.

10. ^ "Vedantu to host second edition of International Student League in November

2017". The Education Post. Retrieved 5 October 2017.

11. ^ "List of tutors for different subjects at Vedantu".

12. ^ www.ETtech.com. "Vedantu raises $5 million funding from Accel Partners &

Tiger Global - ETtech".  ETtech.com. Retrieved  5 October  2017.

58
 13. ^ Shu, Catherine.  "Indian Online Tutoring Platform Vedantu Nabs $5M From
Accel And Tiger Global".  TechCrunch. Retrieved 5 October 2017.

14. ^ "Micromax to invest $400 m to pick up stake in 20 start-ups". The Hindu. 8

May 2015. Retrieved 5 October 2017 – via www.thehindu.com.

15. ^ Ambre, Ashna (7 May 2015). "Tiger Global enters invests in

Vedantu".  livemint.com. Retrieved  5 October  2017.

16. ^ "Omidyar leads $11 million funding in live tutoring platform

Vedantu".  livemint.com. Retrieved  28 December  2018.

17. ^ "India's Vedantu raises $42M to expand its live and interactive online tutoring
platform". TechCrunch. Retrieved  29 August 2019.

18. ^ "Vedantu raises $100 million, claims now 2nd most-valued ed-tech
company".  The Financial Express. 17 July 2020. Retrieved 17 July  2020.

19. ^ "Exclusive: Vedantu seeks $1 Bn valuation in a new round". ENTRACKER.

Harsh Upadhyay.

20. ^ "Vedantu acquires Instasolv, a doubt-solving app – the latest in buzzing edtech
acquisitions in India". Business Insider. Retrieved 16 July  2021.

21. ^ "Edtech startup Vedantu acquires majority stake in Pedagogy". The Economic

Times. Retrieved  16 July 2021.

Books & Magazines:

• Marketing Management
• Economic Times
  BUSINESS RESEARCH METHODOLOGY

59
https://www.vedantu.com/

Vedantu - Wikipedia

Student Satisfaction with Online Learning - ERIC

https://files.eric.ed.gov 


Impact of online classes on the satisfaction and performance

https://link.springer.com/article/10.1007/s10639-021-10523-1

Suggestions for Success in Online Classes - Radford

University
https://www.radford.edu › criminal-justice › resources

1.
2.

60
 ANNEXURE

1. How would you rate your overall

experience with our service in vedantu?

a) 0
b) 1
c) 2
d) 3
e) 4
f) 5

2. Which class you are studying in vedantu?

a) 9th
b) 10th

3. How’s our teacher knowledge in vedantu?

a) Good
b) Poor

61
4. Design and presentation skills of teachers in
veadntu?

a) Good
b) Poor

5. Satisfied with our range of products.

a) Very satisfied
b) Un satisfied

6. Easy to find your need in vedantu.

a) Easy
b) Tough

7. Quality and condition of wave platform.

a) Good
b) poor

62