Distance learning has been incorporated into today's university curriculum with the same zeal as the more conventional methods of instruction. Several colleges and universities throughout the globe now offer whole degree programs online due to the popularity of online education, which has both positive and negative aspects. The effectiveness of distance learning is a key concern for the online education sector. The purpose of this research was to contribute to the debate over whether distance education is beneficial. To answer this, they compared the final letter scores achieved by pupils in two sections of IST 483: Real-Time Text recognition Technology I, taught by the faculty at the Department of Information Management Studies (IMS) in the College of Applied Science and Arts (CASA) at Southern Illinois Academic Carbondale (SIUC). The goal of this course is to familiarize students with the ideas and vocabulary used in a wide variety of computer programs, including both operating systems and programs. Students learned how to use computer-assisted transcribing software for a variety of tasks, including document creation, formatting, editing, storage, retrieval, and printing, all while developing their captioning abilities. The students not only described the capabilities of linked software application but also demonstrated sophisticated aspects of the desktop transcribing software, such as real-time approaches and litigation assistance. Prerequisites for IST483 included both IST 288 (Transcript Proceedings Preparation) and concurrent enrollment in IST 482. (Information Reporting Procedures). WebCT was used to teach one of the classes, and its organisational and navigational features allowed for the content to be structured hierarchically, linked to learning objectives, discussed in class, reinforced with self-tests and quizzes, and accessed via a glossary, reference materials, and other resources. There was also a classroom component to IST483, but just for that portion [1]

This research was conducted to better understand the value of distance learning.  The differences and similarities between two IST 483 units were analysed. The final letter grades of the pupils were used to compare the two groups. The research used pupils' even it as a proxy for the quality of the course method of delivery. The analysis was conducted to see how well online learning measures up to the status quo of conventional classroom learning. If there is no discernible difference in students' final letter grades, then online education is just as successful as the conventional classroom setting. The final grades from both portions of the course were compiled, a two-tailed t-test was performed, and a conclusion was drawn based on the test's findings [2].

BACKGROUND OF THE STUDY: 

E-learning refers to the process of providing instruction using electronic means.  Visuals, words, animations, video, and audio are all used in these approaches. Collaborative learning and access to experts in a certain field are two benefits of online education. In this analysis, "online learning" refers to interactions between instructors and students using electronic methods such as "WhatsApp," "Zoom," and "Google Classroom." The benefits of online education much outweigh those of traditional classroom settings. All course work and activities are to be completed online, with no exceptions made by the teacher. According to the study's authors, teaching skills relevant in today's digital world needs the use of ICT. As a result, students will be best served by continuing their education online during the COVID-19 epidemic. Researchers argue that students need to change their mindsets in order to succeed in online education since it is a new pedagogy for the information age [3].

The author discovered that with the rise of globalization and ICT, online and technology-based education flourished. Management of the learning process should be inventive and imaginative in order to foster meaningful connections between teachers and their students. Teachers may maintain contact with their students using online means of communication. Public and private higher education institutions should adopt digitally based pedagogical techniques. Continuous effort is required for digital learning, even in the absence of direct human connection. Teachers should use a variety of digital resources to increase student participation and level the playing field between online and classroom instruction. Online research might be aided by digital resources such as libraries and webpages. As communication and education become more globalised, distant learning is becoming increasingly important. She argues that online courses are crucial since they facilitate independent study. Independent study allows students to choose their own study times, topics, and paths. Courses may be taken more than once by students. The ability to remain anonymous online makes asking questions in online classes much more comfortable. A study found that even preschoolers might benefit from exposure to age-appropriate digital content and applications. Media such as photographs, movies, YouTube, and online games that encourage audience participation are also provided. Having grown up with cutting-edge computing and networking tools, members of Generations Y and Z will have a leg up on their college studies. Students may benefit from reading, researching on the internet, and reviewing previously recorded lectures. The chat feature of the meeting software, WhatsApp, Telegram, or video or audio calls may all be used for real-time communication between teachers and students [4].

PROBLEM STATEMENT:

“Technology helps teachers communicate with parents, colleagues, and administrators and create teaching resources. Instructors were comfortable utilizing the computer to organise lessons, communicate, and find resources for class. Many instructors utilize technology to provide pupils personalized teaching and more chances to learn and connect with their curriculum.”

Technology is generally seen as having one application. Computers can do more than type assignments. Students may utilize the Internet to interview experts and write out reports, while professors can use technology to follow pupils and find areas for growth.

Technology was mandated by NCLB to assist children succeed. It also recommended technological training for instructors. States mandate teacher certification requires technological lessons. California instructors must attend an educational technology foundation course or pass a state-approved test.  Many professors utilize technology to help educate, including online programs. Several public, charter, and independent schools offer online education. As online students may access their classes remotely, they can attend school every day or meet with their instructors once or twice a week. Traditional schools have laboratories or classroom computers for online education. Some charter schools feature computer laboratories, while others are virtual, and students work from home. Charter school parents want an alternative to conventional institutions. Charter school students desire to grow academically and decrease success inequities. Conventional schools use tried-and-true methods. Charter schools have greater leeway in how they teach and may react fast to student needs. For instance, charter schools have recruited kids from conventional schools with high dropout rates by giving greater assistance and a more relevant curriculum. Online courses provide students another alternative. Charter schools emphasize technology and have lower class sizes [5].

LITERATURE REVIEW:

Researchers concluded that neighborhood colleges make up the most reliable providers of distant education programs. The percentage of community colleges that provided distant learning courses was well above 60%. Courses are often presented in a digital format, such as internet video or cable TV. One study found that one-third of higher education institutions provided travel time courses, universities have been compelled to address copyright concerns by revising their trademark policy. Fairleigh Dickinson University was among the few universities to mandate that all undergraduates take at least one online course every academic year, which was a radical change from previous practices. All students, even those who have chosen to reside on campus, are subject to this regulation. Online education has been used by a growing number of two- and four-year institutions. Learners may take use of online courses as a supplementary resource before enrolling in a four-year institution [6]. 

Computers and the Internet are commonplace in the traditional schools of universities and colleges. Their main worry was whether the technology was too complicated for their needs. Author claims that increasing reliance on such software would alter education at all institutions. There are various obstacles that teachers must surmount when they first start using alternatives to standard classroom lectures.  The move from classroom-based to online education may be challenging and calls for a new way of thinking. It has been argued by researchers that students would be more successful in their studies if teachers accept and adapt to new methods of instruction while also being aware of their own strengths, shortcomings, and distinctions [7].

Due to the doubling of the number of part-time college students, researchers recommend providing distant teaching as a substitute to more conventional on-campus academic delivery methods. The researchers compared the academic outcomes of traditional on-campus students versus those who took an online version of the same participatory course, focusing on factors such as age, gender, and general academic achievement. The results indicated that older individuals, particularly women, may benefit from online or remote education. Overall, students' success in both online and traditional classroom settings was equally high. This data demonstrates that students' effectiveness in the classroom did not suffer because of technical issues.  The author analysed the potential of two-way interactive TV in business education at the college level. Thirty-four students were found at the hub institution, while sixteen others attended the course from one of three off-campus sites. After comparing test results from the two groups of fifty students, they discovered no statistically significant differences favoring one group over the other. In fact, the results of their research demonstrated that students studying from off-campus locations outperformed their on-campus peers. Also, the author said that majority of the students from off-campus locations fared better than students in total from on-campus locations on all three tests given for the Principles of Cost Accounting course. Furthermore, researchers observed no statistically significant disparity in academic achievement between regular school and distant students according to the median ending GPA as well as the American Arrangement of Collegiate Business Degree Schools and the Enterprise Basic School Appraisal Exam.

RESEARCH OBJECTIVE: 

• To examine traditional teaching and online teaching.

• To explore online learning differs from classroom learning either online or in a traditional classroom.

• To determine like online method or traditional classroom method for learning.

• To analyse traditional classroom teaching and online learning.

RESEARCH METHODOLOGY:

Define the research methodology as the whole set of procedures followed by a researcher while conducting a study. Therefore, a quantitative research approach involves counting and analyzing data to draw conclusions. Questions like "who," "how much," "what," "where," "when," "how many," and "how" may be answered via the use of numerical data and the use of certain statistical procedures. To elaborate on this concept, researchers might say that quantitative research methods will use to describe a problem or phenomena using mathematical or statistical techniques. As the second aspect of the description, quantitative research is characterized by the collection and analysis of numerical data using statistical procedures. But, on the other side. To support or disprove alternative knowledge claims, quantitative research necessitates the gathering of data that can then be quantified and statistically treated.” Researchers also note that quantitative research begins with a declaration of a problem, the generation of a hypothesis or research question, a study of relevant literature, and a quantitative analysis of data. 

Statistical Software: SPSS Version 25.0

Sampling: A pilot study was conducted with the questionnaire using a group of 20 customers from China and final study was conducted with the questionnaire on sample of 658 customers. A total of questionnaires was distributed among customers selected in a systematic random sampling. All the completed questionnaires were considered for the study and any incomplete questionnaire will be rejected by the researcher.

A rating system based on the Likert scale is often used in surveys and questionnaires to gauge respondents' ideas and viewpoints. Participants often have the option of selecting a response from a set of five options, including "strongly agree," "agree," "did not respond," "disagree," and "strongly disagree," to a given question or statement. If the research uses numeric coding, such as 5 for "strongly agree," 4 for "agree," and so on, then the values for each category of answer must be established. By asking on a Likert scale from 1-20, as shown above, researchers may learn about shoppers' preferences for both online and traditional retail. The survey began with a series of "control" questions on the respondent's demographics and their level of familiarity with online vs. offline buying.

CONCEPTUAL FRAMEWORK: 

RESULTS:

Rao-soft software was used to estimate the sample size of 810. A total of 975 questionnaires were distributed to the respondents. Out of this number 756 sets of the questionnaire were returned, and 658 questionnaires were analysed using the Statistical Package for social science (SPSS version 25.0) software.

Factor Analysis: 

Factor Analysis often used to validate the latent component structure of observable data (FA). As visible or diagnostic markers cannot be directly measured, regression coefficients are commonly used to provide scores. FA success need models. Modeling targets observable connections, intrusion detection, and error. Multiple regression data sets may be assessed using the Kaiser-Meyer-Olkin (KMO) Test. The sample and model variables are assessed for representativeness. The statistic indicates data overlap. Lower proportions indicate data that is easier to interpret. KMO returns 0–1. The sample size is enough if the KMO values are between 0.8 and 1. Kaiser’s cutoffs for acceptability are as follows:

Kaiser's cutoffs for acceptability are as follows:

A dismal 0.050 to 0.059.

0.60 - 0.69 below-average

Typical range for a middle grade: 0.70–0.79.

Having a quality point value between 0.80 and 0.89.

The range from 0.90 to 1.00 is really stunning.

Table 1: KMO and Bartlett’s Test

This demonstrates the validity of assertions for sampling purposes. To further verify the relevance of a correlation matrices, Bartlett’s Test of Sphericity was performed. Kaiser-Meyer-Olkin Sampling Adequacy Value is 0.941. The p-value for Bartlett's sphericity test was determined to be 0.00. Bartlett's test of sphericity showed that the correlation matrix isn't an identity matrix, with a significant test result.

• Online Learning:

E-learning refers to any type of education that takes place over the Internet. Visual elements such as images, text, animations, movies, and music are used in these approaches. Group study with the guidance of subject-matter experts is another advantage of online pedagogy. Throughout the course of this research, the terms "WhatsApp," "Zoom," and "Google Classroom" will be used to refer to popular forms of online communication between educators and students. Online education also encompasses methods other just direct instruction. Online learning encompasses all tasks and exercises made available by the instructor in the virtual classroom. Author argues that students can gain the 21st-century abilities they'll need to succeed in the workforce by taking use of ICT. In addition, the greatest way to keep students' educations going strong throughout the COVID-19 pandemic is through online education. Online education, as argued by researchers, is an alternative pedagogy for the information and communication technology age, and students will need to adjust to this new norm [8].

In the middle of globalization and the development of ICT, researchers discovered that technology-based and online learning is strongly supported. Creative and innovative educational process management is needed to improve teacher-student communication. Teachers can maintain relationships with their students from different locations by communicating with them online. Institutions of higher education, both public and private, should adopt the use of technologically based pedagogical strategies. To meet the needs of online education, these techniques must be adapted such that students are constantly engaged in conversation with one another. It is important to use various forms of educational technology to keep students engaged and eliminate inconsistencies between students' online and in-person learning experiences. With digital libraries and websites, students can find new information through interactive online learning. New innovations in education technology are making distant learning a more viable option for students all around the world. She argues that self-study is facilitated by online education to a greater extent. Students have control over how much time they devote to studying, what they study, and where their studies take them. Once they feel comfortable with their knowledge, students can review material they found particularly difficult. In addition, the anonymity of the internet makes it possible for kids to ask inquiries without fear of ridicule. According to researchers, even the youngest children can use age-appropriate digital media and participate in age-appropriate online games and other digital applications [9].

Evidently, those of Generations Y and Z have the most exposure to information and communication technology infrastructures, making it simpler for them to utilize online learning. Author argues that students can reinforce their learning by reading books and conducting online research, as well as by rewatching recordings of teachers' lectures. Teachers and students can have two-way conversations by exchanging messages in real time through the meeting software's chat feature, instant messaging apps like WhatsApp and Telegram, or even through video or voice calls. Education TV is available on Didact so that students can revisit previously covered material. Students preparing for the Form 5 Malaysia Certificate of Education (SPM), Form 3 Assessment Test (PT3), or Standard 6 Primary School Assessment Test will find this especially helpful (UPSR) [10].

• Traditional teaching with textbook:

The textbook is an essential tool for learning. It enumerates the most crucial abilities that students are expected to learn as part of the required coursework. Pedagogical and scholastic shifts are necessary components of a 21st-century education. Because of its unique position in respect to other forms of education, e-learning has become increasingly popular in recent years (flexibility in the use of learning materials, choice of time for learning, personal responsibility for the dynamics and structure). As a result of technological progress, more and more classrooms are using digital resources. Teachers need to be able to mix and integrate their technological and pedagogical skills to effectively incorporate technology into the classroom, as stated. The introduction of the Apple iPad in early 2010 signaled the beginning of a widespread proliferation of portable electronic devices known as tablets. Tablets are portable electronic devices that include huge touch screens, low prices, low weights, small sizes, and simple operation. Since the introduction of the iPad, tablets have seen tremendous growth across all fields of electronic communication, and they now justifiably play a vital position in the classroom. Most states nowadays are aggressively pursuing the incorporation of ICT (information and communication technology) into the classroom, with a focus on tablet computers. E-books and other electronic materials form the backbone of electronic education, along with various remote learning platforms. Does this indicate that they would abandon textbooks and lecture halls in favor of online learning? The purpose of this study is to compare the quality standards of traditional textbooks with those of electronic textbooks, taking into account the general standards of quality textbooks as described. Research was conducted using both theoretical analysis and content analysis. The studied digital textbook is of high quality and conforms to the criteria for textbook quality established [11].

• Computation of test statistics:

The first stage in these tests is to compute the test statistics, commonly known as the calculated value (t value in student's t test and F value in ANOVA test). The samples are used as inputs in a statistical test algorithm, and the result is then determined.

Analyzing variance (ANOVA) calculates the difference between the means of the treatment levels and the overall mean of the dependent variable to determine if the groups produced by the levels of the independent variable are statistically distinct.

The null hypothesis is rejected if the mean of any group is significantly different from the mean of all groups.

The F test is used to determine statistical significance in ANOVA. Since the error is computed for the entire suite of comparisons as opposed to for each pairwise comparison, this method permits the simultaneous comparison of multiple means.

Table 2: ANOVA Sum

The study's outcome is noteworthy. With a p-value of.000 (less than the.05 alpha level), the value of F, which is 2485.855, approaches significance. This means the “H_1: There is a significant relationship between Self-efficacy and Employees Performance.” is accepted and the null hypothesis is rejected.

CONCLUSION:

Ultimately, unbundling will be successful if a new educational landscape is created that world. The first step is to start dividing up schools into smaller learning communities. Second, they need to start evaluating school quality based on how much of a return on investment they get in terms of student success. Finally, it's important to remember that parents and teachers both gain when they make decisions that are both frugal and successful for their students' learning. Finally, they need to provide both parents and teachers a set of comparable, practical indicators by which to evaluate the value of various approaches. The difficulties of making these changes are both well-known and novel. Educators and legislators have been facing similar problems for decades, yet the solutions they've developed have mostly remained the same. Yet, in their present form, they can only be addressed with a granularity, agility, and accuracy that is novel in the context of elementary and secondary education. When we enter the era of digital learning, they bring with us the baggage of seeing education as a monolithic "thing" that takes place in "a building," rather than a set of modular services that can be provided in a variety of settings. As a result, attempts to enhance individual services or parts of a school are often discouraged, and "better schools" becomes the default definition of success. Moreover, American education is essentially a public service, making it vulnerable to the demands of partisans and interest groups, a setup that hides the actual prices of products and services from parents and educators while providing them with little incentive to focus on cost-effectiveness. All these persistent factors work together to slow the development of cutting-edge tools, dampen enthusiasm for efficiency gains that need less human labor, and dampen concern about saving money. That's why it shouldn't come as a huge shock that educational technology has historically failed to deliver [12].

LIMITATION:

There are various important pedagogical and scholarly ramifications of this study's findings. It adds to the body of knowledge by showing that many elements interact to determine online students' happiness and success during the COVID-19 pandemic. In contrast to other research, this one had several novel aspects. The impact of students' happiness on their estimated grades was not investigated in any of the research. Previous empirical research has shown that it is vital to investigate what elements influence students' levels of satisfaction. The overall impact of factors including course design, teacher quality, timely feedback, and student expectations on online learning satisfaction has not been studied during the epidemic. This study was conducted in an effort to close this knowledge gap. The first major insight from this research is that the teacher plays a facilitative function, and that the students' degree of pleasure is influenced by the instructor's level of competency. During the epidemic, online teachers had additional responsibilities. In this setting, they would need to adjust to shifting conditions, hone their technical abilities, and teach new pupils. The results of this research suggest that teacher quality is an important factor in whether students are satisfied with their online courses even during a global epidemic [13].

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