Online MBA Blog

Can Online Education Replace Classroom Education Anytime Soon?

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E-learning tools provide educators and students with access to resources they couldn’t have had otherwise, no matter their status or location. A philosophy student in England can learn from the top professor a continent away, and can do so in their own time while balancing a full-time job and a family at home.
But even though e-learning has become an education equalizer, it’s still not a replacement for the traditional classroom. Sure, the technology is advancing, but it’s not flawless. Just like any new, burgeoning innovation, e-learning faces its own challenges.
This, to me, is where e-learning and the traditional classroom will one day form a union: compensating for one where the other lacks.
Here’s what I mean.
The State of The Traditional Classroom
In a traditional classroom, educators will tell you they need to be on their toes, trying to engage their students at every moment. But students don’t always cooperate—maybe they’re bored, zoned out, or too focused on the sun outside to pay attention to math.
That lack of engagement is a challenge for the student as well. They can’t hit pause on a teacher and rewind back to the part where they stopped paying attention, which means they’re going to miss out.
Accounting for a student’s individual attention span is also an issue in traditional classrooms. Some students fatigue after 50 minutes, others after 15, and there’s no way to adjust for that in a real-time environment.
Despite these problems, once the teacher and the student meet in the middle and find that engagement, it’s magic. Being surrounded by like-minded people, actively participating with peers, and seeing students come alive once things click is a social energy you can’t replace—even with AI.
The Emergence of E-Learning
One of the ways e - learning has tried to mimic the social aspects of a classroom is with tools like messaging boards, Facebook groups, and yes, sometimes chatbots. They give students the sense they aren’t just staring at an empty message board, but they are talking with real people about their homework.
Of course, this doesn’t replace talking with peers or having a teacher know your name.
Students naturally learn from one another while solving problems and working collaboratively in a traditional classroom. They’re validated and encouraged by face-to-face time with a teacher that doesn’t come from a pre-recorded video.
E-learning has yet to find a way to truly imitate that.
From the teacher’s perspective, e-learning tools give them precise, clear-cut feedback on how a student is engaging with material. They can see where students get lost in a lesson and grade assignments with the click of a button.
A reduced workload allows teachers to flex their skills in other ways—ways that are more beneficial to the students and the classroom. Less hours spent grading workbooks means more time spent engaging each student on an individual level.
It’s this combination of customized content and resource management that will allow teachers to lead our classrooms into the future.
What The Future Classroom Looks Like
These days, more and more students are being driven to self-instruction—either because they can’t afford tuition or are simply excited about a topic. This is where e-learning comes in.
If a platform could actually cater content and interaction around the individual user—their speed, their interests, their location—then e-learning could give them the ability to learn whatever they want, from wherever they want.
If a student wants to attend Harvard business lectures but lives halfway across the country, then e-learning puts them in the room.
True mobility and access to education is the future. But that doesn’t mean we stop empowering our classrooms and teachers.
While online education won’t replace traditional classrooms, it will change the way we know them today.
With improved resources and reduced teacher workloads, classrooms can shift to co-learning spaces. Students can arrive, learn, engage—all at their own pace in a collaborative environment.
And that’s the true goal of education: to create the best environment for students to learn.
Answer by Deepak Reddy, Vice Chairman at Aditya Educational Institutions, on Quora:
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Englishbolega is Simplifying Spoken English Online, Helping Rural India Master the Language

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Startup: Base Inventor

Founders: Ravi Kumar Yadav, Sumit Kumar and Priyanka Yadav
Year it was founded: 2016

Where is it based: Alwar, Rajasthan

The problem it solves: Provides English language training in an easy and efficient manner to students in rural areas

Sector: Education

Funding raised: Bootstrapped

“There were numerous times when I was about to give up, but I could not because that’s what I have taught my students every day for the last 13 years. I kept repeating this one sentence in my mind – that I have to change the entire education system in India so that poor villagers can rise up and have a good life,” says Ravi Kumar Yadav, co-founder of Englishbolega.
A teacher and entrepreneur from the small town of Shahjahanpur in Rajasthan’s Alwar district, Ravi founded the English learning platform in 2016 despite many challenges.



Researching and studying problems faced by rural students over six years, he developed his own English learning methods, and Ravi says he was the first person who started speaking English with the help of those methods.
He went on to design a three-month spoken English course, dividing it into three basic modules for a three-month training and practice, to make it easy to implement in classrooms. He then started using the English teaching methods at his coaching institute to see actual results, which surprised him.
“Many villagers started speaking English in just few months by our unique training method. So, we build this course for the masses in the next few years,” he adds.
Today, the platform has over 111 operating franchisees in Rajasthan, and Ravi claims that the brand is scaling at the pace of one new franchisee in every two days.

The challenges
Finally, the trio decided on an offline franchise-based revenue model, and started approaching existing coaching centres to partner with them.
“We succeeded in our third attempt and in just 90 days we were in 100 academies as franchisor. After three months (Oct-Dec 2017) of analysis and minor changes, we are now ready to go national,” adds Ravi.

How is Englishbolega helping rural students?
Students can approach a centre listed on Englishbolega.com for counselling and a free demo class. Interested students, once registered, receive three months of training from a certified trainer at the franchisee. The teaching method includes activity-based class work, homework, and daily practice sessions as per a teaching module.
“We mentor the trainers at the institutes that we partner with. Once proper training is completed, and we are satisfied with a trainer’s performance, only then do we certify him as an Englishbolega trainer to pass on our simplified methods of learning English quickly,” adds Ravi.

The differentiator
On the Englishbolega, the differentiator that help the brand stand out  is that it is backed by extensive research.
“Our specific research on students from rural areas has helped us understand their mindset and learning patterns. Our competitors are focusing on only Tier 1 and Tier2 cities with a premium price point, so that’s another thing that separates us from them,” he adds.
The company not only aims to teach English, but is focused on creating a greater social impact. Through its franchise model, it empowers the youth, and is creating jobs to meet its requirement for teachers for its franchisees.

Plans for the future
Going ahead, the company plans to expand its presence in four states in north India, with 400 new franchises in the next six months. It is also looking to develop an app for students to provide practice lessons online. Currently, the company is run by a small four-member team, and is bootstrapped. Ravi says the team is in talks with two potential investors, and hopes to close one of these deals soon.
In the six months since its inception, the platform operating from a small town in Rajasthan has generated a revenue of nearly Rs 3 lakh.

“This is very motivating revenue for us because students normally take this kind of training in summer vacations and we are waiting for our first season after starting this revenue model. We also completed our franchisees setups and standardization just two months ago, so it is a very good revenue for us at this stage,” added Ravi.

Going ahead, the company is eyeing Rs 30 lakh in revenue over the next six months. To achieve this target, Ravi highlights it has inked agreements with each franchisee that they must enroll 60 students per year to get a free renewal the next year.
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How To Search UGC Approved University ?

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Public Notice on Private Universities


It has come to the notice of the University Grants Commission that some of the State Private Universities have affiliated colleges and started off-campus centre(s) in violation of the UGC (Establishment of and Maintenance of Standards in Private Universities) Regulation, 2003 and against the judgment of Hon’ble Supreme Court in case of Prof. Yash Pal & Others vs. State of Chhattisgarh & Others. Some of these Universities are running these Centres on franchising basis also which is not allowed.

The public at large and the student community in particular are therefore informed that as per the information available with the UGC as on date, there are following 296 Private Universities established by the Acts of the Legislatures of different States. :- view this video. 

List of UGC Approved University 2018 , List of UGC Approved University, UGC Approved University list, UGC approved university in India, List of Central University in India, List of State Universities in India
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6th Convocation of Don Bosco University 2017

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          6th Convocation of Assam Don Bosco University at Guwahati on 9th September, 2017

Governor of Assam grace the 6th Convocation of Assam Don Bosco University

Assam Don Bosco University witnessed a landmark celebration of its sixth Convocation at its Azara campus on Saturday, the 9th of September 2017 at which Degrees were conferred on 724 students, of which 208 students received the degree in Bachelor of Technology, 41 in Master of Technology, 54 in Master of Social Work, 20 in Master of Computer Applications, 34 in Master of Business Administration, 9 in MA in Psychological Counseling, 5 in MA in Human Rights, 4 MA in Mass Communication, 7 MA in Education and 13 M.Sc. in Physics and 14 Masters in Life Sciences. Doctoral degrees were conferred on 6 scholars. In the DBU Global on-line courses degrees were conferred on 309 candidates.
Gold Medals under various categories were awarded to 16 outstanding graduates with the highest Cumulative Grade Point Average in each program. Amar Kujur of Master of Business Administration (MBA) had been awarded the chancellor’s gold medal for being the outstanding student from amongst all the PG courses of ADBU and the Vice Chancellor’s medal had been awarded to Rachael George from the department of Computer Science and Engineering for outstanding performance amongst the UG courses of the university. 





                                 The Hon’ble Governor of Assam, Shri Banwarilal Purohit
The Hon’ble Governor of Assam, Shri Banwarilal Purohit who presided over the event as the visitor to the university.

Declaring open the convocation, Salesian Provincial of Guwahati and Chancellor of ADBU, Fr. V.M. Thomas congratulated the graduates as they are about to begin a new chapter of their life with mixed feelings of empowerment and excitement. He emphasized on the fact that North East India is blessed with all possible resources that easily should help the region to attract the attention of stakeholders from all parts of the world, and though the region has been in the news for various wrong reasons, there are ample reasons to celebrate the strengths of North East India and of her people.

“It is time that all of us pull our collective resources to project the desired image of the region which has the potential to become an economic hub of the country with easy access to the ASEAN economy and also a tourism hotspot globally”.

Mentioning the recently held Brahmaputra festival, he said “Just as the mighty river Brahmaputra, the North East of India is filled with latent promises - untapped and underused. But there is a hope shimmering under the surface of these promises, and like the subtle music of the river waves, this hope makes a beautiful rhythm audible to anyone who simply longs to hear it.” He concluded the address congratulating all the graduates and asking them that whatever path they take in life, they should always give something back to the society, help others rise and become VIPs (a Visionary, an Inspirational individual & a Performing leader). 

The Vice Chancellor, Dr. (Fr.) Stephen Mavely, began his address by welcoming the Hon’ble Governor as well as all the graduates and the dignitaries. Fr. Mavely presented a comprehensive report of the university covering all the significant developments that had taken place in the university in the past one year in the areas of research, academics, infrastructural developments and quality assurance, to name a few. He also mentioned about the special emphasis focused upon the core strengths of the university, especially on the ADBU a culture which is uniquely its own-“the Don Bosco’s system of education”, and it energizes and knits the entire fraternity together into one educative community.

While sharing one of his recent experiences, he highlighted the special attribute that every Bosconian graduate should possess: “the sense of social commitment to ‘get into the pain of things’, and alleviate the pain and agony in whatever way possible.” He concluded on a very reflective note saying, “Your future is in your hands… Carpe Diem! Seize the Day! Let me wish you, an abundance of God’s blessings as you ‘journey on in hope…!”

Rachael George, awarded double gold medals for securing the highest CGPA in Computer Science and Engineering and also the prestigious Vice Chancellor’s medal, and the Valedictorian from the UG group expressed her gratitude towards the university and affirmed that “Don Bosco was a very important milestone in our lives and a ladder to our dreams. It was, is and always will be a place to foster our minds and bodies, pushing us to achieve the impossible and believing that we can do it”.
Mr. Alankar Hajoary, who was awarded the degree of Masters in Computer Applications, expressed his deep pleasure and honour in being chosen to deliver the valedictorian speech on behalf of all the PG students. Expressing his profound gratitude towards the university he stated “Dear friends, let us not forget what Don Bosco University has given us, let’s make this world a better place to live in. Let the world look up to us and say, “That gentleman/lady is the product of Don Bosco University.” Stand with pride as a Bosconian.” Mr. Hajoary concluded with the promise that the graduates of the university are the flag bearers of the university and will whole heartedly contribute back to ADBU in every way possible. 

Ramona Singani, a valedictorian from South Africa thanked Assam Don Bosco University on behalf of all the DBU global graduates, for the unswerving support and spreading the wings of education beyond borders.

Another valedictorian, Fr. Shajymon ML, who was awarded the doctoral degree, expressed his immense joy and profound gratitude to Almighty God and to ADBU and mentioned that it is a matter of privilege to be a part of ADBU. He stated, “We are very proud of our esteemed research supervisor and mentors, who are down to earth and extremely enduring and highly compassionate all through our endeavour to accomplish our dreams.”

The joy filled and contented faces of the graduates and their parents, the starlit evening, the beautifully decorated campus and the fragrance of joviality in the air, marked the successful completion of another spectacular milestone in the history of ADBU. 
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