Introduction
The quality of schooling in certain educationally disadvantaged communities remains a source of concern. The fundamental cause of this is a scarcity of qualified teachers. As a result, the Secondary Education Department has recommended introducing tele education through virtual classrooms this year. The fundamental goal of this plan is to instill concept-based learning through interaction via satellite system in the key disciplines of English, Science, and Mathematics from class VI to X. The implementation of this creative teaching and learning approach will benefit both the instructor and the students.
Nowadays, tele education is very important for every student everywhere in the world. During the COVID-19 pandemic, all schools, colleges, and university were close, and because of that all in the education system suffered; however, applications likes Zoom, Google Meet, and Microsoft Teams come in to help with online education, which is also know as tele education. Byjus was also there for online classes so we could continue our studies without going physically; we could connect via an Internet application and do our studies online.
Research methodology
Research Design: Descriptive
Sampling Type: Non-convenience probability sampling
Sample Size:
Research Instrument: Questionnaire
Software used: SPSS
Data analysis
Interpretation: Here, we can see 87% students using smartphone to attend Google Meet, 1% tablet, 10% laptop, and 1% desktop (Figure 1).
Figure 1.
Interpretation: According to the survey, 91% students attended classes from home, 3% from hostel, and 6% from other places (Figure 2).
Figure 2.
Interpretation: 51% students face Internet issue while they have online lecture, and 49% students do not face any issue (Figure 3).
Figure 3.
Linear regression
Hypothesis 1
H0: Tele schooling has no substantial influence on the efficient utilization of study time. H1: Tele schooling has a huge influence on the efficient utilization of study time.
Overserved
Here, the level of significance is 0.073, which is more than 5%, so we have to reject the null hypothesis that the overall satisfaction of tele education is not dependent on efficient use of study time, and the Pearson correlation value of 0.263 shows that there is a positive correlation between tele education and efficient use of study time (Tables 1, 2).
Table 1. Descriptive statistics.
Table 2. Correlations.
Hypothesis 2
H0: Tele education has no meaningful influence on batters’ ability to take notes.
H1: Tele schooling has a huge influence on batters taking notes.
Overserved
Here, the level of significance is 0.045, which is less than 5%, so we have to reject the alternative hypothesis that overall satisfaction with tele education is dependent on taking notes, and the Pearson correlation value is -0.193, which shows that there is a negative correlation between tele education and better taking notes (Tables 3, 4).
Table 3. Descriptive statistics.
Table 4. Correlations.
!
Hypothesis 3
H0: Tele education has no substantial influence on being disturbed by a fellow student.
H1: Tele schooling has a huge influence on being disturbed by fellow students.
Overserved
Here, the level of significance is 0.011, which is less than 5%, so we have to reject the alternative hypothesis that overall satisfaction with tele education is dependent on getting disturbed by fellow student, and the Pearson correlation value is 0.462, which shows that there is a positive correlation between tele education and getting disturbed by fellow student (Tables 5, 6).
Table 5. Descriptive statistics.
Table 6. Correlations.
Hypothesis 4
H0: There is no significant impact of tele education for not interactive classes.
H1: There is significant impact of tele education for not interactive classes.
Overserved
Here, the level of significance is 0.001, which is less than 5%, so we have to reject the alternative hypothesis that overall satisfaction with tele education is dependent on not interactive classes, and the Pearson correlation value is 0.364, which shows that there is a positive correlation between tele education and not interactive classes (Tables 7, 8).
Table 7. Descriptive statistics.
Table 8. Correlations.
Findings
In this study, 42% are male and 58% are female respondents, so the female respondents are more than the male respondents.
Most of the students are using their smart phones for their studies and attending the lecture online.
Out of 100% of the students, most are attending the lecture from their homes only.
Almost 50% of the students are facing a network issue while attending the online lecture.
The overall pleasure of using Zoom or Google Meet has a good relationship with tele education for effective study time usage.
There is a positive correlation between the tele education and getting disturbed by the students.
Conclusion
From this research, we concluded that online study is good, but because of network issues there is a trouble while studding online, or the students or faculty were not able to connect online properly, or the student cannot easily understand the sums, and because some students make a disturbance in the class, others will also get disturbed.
Author contributions
Both authors listed have made a substantial, direct, and intellectual contribution to the work, and approved it for publication.
References
1. Mahadevan S, Muralidhar K, Shetty D. TeleEducation service using telemedicine network in healthcare industry. Larchmont, NY: Mary Ann Liebert, Inc. Publishers (2012).
2. Vishwanathan K, Patel GM, Patel DJ. Impact and perception about distant online medical education (tele-education) on the educational environment during the COVID-19 pandemic: Experiences of medical undergraduate students from India. J Family Med Prim Care. (2021) 10:2216–2224.