Present study aims to investigate the various factors which are affecting adoption of online education among UG & PG college students. It is difficult for the various stakeholders to switch from classroom teaching to online education due to the mindset and various infrastructure concerns. Developing countries like India where still the classroom teaching is the best medium of education and online education is at the initial stages.

Majority of academic institutes have started online education for the benefits of students. The lock down has seized the education institutions which caused major interruption in students' learning and their assessment. Further research is imperative to determine predictors of success in online intensive learning environments.ĬOVID-19 pandemic has significantly disrupted the education sector in India and due to that there are abrupt changes occurred in various areas of education. It is suggested that the accelerated nature of learning in intensive settings may place additional demands on students, instructors, and support mechanisms. The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments. Prior literature has established key success factors for non-intensive (12–13 weeks) online offerings for teachers, skill development is critical to promote a flexible, responsive approach and maintain technological capabilities for students, an ability to navigate the technology, interact with the learning environment in meaningful ways, and self-regulate learning is important, as the absence of physical infrastructure and opportunities for face-to-face interactions in online environments places a greater emphasis on alternate forms of communication and support. Education institutions are moving to intensive modes of online study delivered in 6- to 8-week study periods which offer more frequent intake periods. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.ĭemand for flexible online offerings has continued to increase as prospective students seek to upskill, re-train, and undertake further study. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. This chapter provides an overview of the first step of this project - an assessment of incoming students' information literacy skills. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program.

Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research.

Information literacy support is one support that is infrequently addressed. As online education grows, so does the need for institutional support for online students.

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