efficacy of an online learning platform – My Assignment Tutor

Topic: To understand the effectiveness of an online learning platform for a successful business amid Covid-19. Abstract This article attempts to address and offer knowledge of the efficacy of an online learning platform for a successful company in the midst of Covid-19. It contains a research backdrop that highlights the importance of the study based on the research reason stated. Which supports the online delivery of education as the most cost-effective and simple way. The issue of providing the appropriate type of curriculum to children in rural and distant locations is covered herein, which also shapes the foundation of this research’s goals and objectives. This research seeks to evaluate how successful online learning is from the perspective of students during Covid-19 in order to run a lucrative e-learning business. The study goals are focused on gaining a better knowledge of how online learning is growing and changing, as well as a better understanding of e-efficacy, the advantages of learning, and the downsides of learning. It also intends to evaluate the future possibilities of the UK e-learning sector. All of the efforts contained in this study are geared at presenting the chapter and then including ideas as well as recommendations for the effectiveness of online learning during a crisis-like scenario. The contextual research questions are based on the stated issues and study objectives. The dissertation structure was incorporated within the introductory section, which describes the whole method by which the study would be constructed and carried out. Now comes the second chapter, in which the literary works of global academics are examined in order to meet the study goal and objectives. Furthermore, the problems stated were properly emphasized and evaluated from the perspectives of many academics. It claims to uncover the elements that restrict the efficiency of an online learning platform for a successful company in the midst of Covid-19. It relates to the educational sector’s capability and incorporates the response provided by the study questions. Along with summarizing the whole debate, it is useful in identifying gaps in the studies carried out by various academics as stated in this chapter. This debate concludes with an appropriate theoretical and conceptual framework that leads to a conclusion, which in turn includes an effort to discover solutions to the questions given in this study by referring to prior research work done by others. The third chapter covers the research technique, which addresses and presents the research philosophy as well as the study design. The essential research method is also included in this third chapter. Furthermore, this methodology section intends to explain the kind of data analysis that must be performed in relation to the study subject “To evaluate the efficacy of an online learning platform for a successful company amid Covid-19.” The sampling method was determined by the size of the sample and ultimately leads to the discovery of the research process’s limits. Contextual research ethics shall be observed, and the chapter will conclude with an appropriate summary of the topics covered herein. Following that, in Chapter 4, the study results will be presented, together with an appropriate explanation of the data analysis. This is further supported with discussion topics based on online courses as well as student views. The element of development connected with the possibility of using Education Technology is brought in by the student-teacher contact. This chapter is well-represented and receives positive reviews from students. All of the materials were supplied by educational institutions and were wholesomely focused on the problems that the instructors encountered. Finally, there are some appropriate suggestions as well as conclusions that were to be made from the research based on the research questions and stated objectives of the study. This article was well referenced with an appropriate bibliography to recognize the ideas of the academics whose work was utilized by the researcher. Table of Contents 1.0 Introduction Chapter 5 1.1 Introduction. 5 1.2 Research Background. 5 1.3 Research Significance. 6 1.4 Research Rationale. 6 1.5 Research Aims and Objectives. 7 1.6 Research Questions. 7 1.7 Dissertation Structure. 8 1.8 Summary. 8 2.0. Introduction. 8 2.1. Online Learning and Covid 19. 9 2.1.1 Online Learning or E-Learning. 9 2.1.2 The Rise of Online Learning. 10 2.1.3 Impact of online learning platforms amid Covid 19. 10 2.2. E-Learning strengths and weaknesses. 12 2.2.1 Effectiveness, Benefits, and Downsides of E-Learning. 12 2.2.2 E-Learning industry and Covid 19. 13 2.2.3 Top E-Learning Companies in the UK.. 14 2.3. The E-learning Market in the UK.. 15 2.3.1 The E-learning Market in the UK to grow by $9.94 billion during 2021-2025. 15 2.3.2 Europe E-Learning Market Growth. 15 2.3.3 UK governments’ digital strategies. 17 2.4. Literature review gap. 18 2.5. Theoretical Framework. 19 2.6. Conceptual Framework. 20 2.7. Summary. 20 3.0 Research Methodology Chapter 21 3.1 Research Philosophy. 21 3.2 Research Design. 22 3.3 Research Approach. 23 3.4 Data type and analysis. 23 3.5 Sampling technique. 24 3.6 Sample size. 24 3.7 Limitations. 25 3.8 Research ethics. 25 3.9 Summary. 25 4.0 Findings And Analysis. 26 4.2. Discussion. 38 4.2.1 Online Classes – Perspectives of students. 38 4.2.2 Student-Teacher Communication. 39 4.2.3 The growth and adoption of Ed-Tech. 40 4.2.4 Feedback from students. 40 4.2.5 Resources provided by educational institutions. 41 4.2.6 Issues faced by teachers. 42 5.1 Recommendations. 43 5.2 Conclusions. 46 References. 48 1.0 Introduction Chapter 1.1 Introduction In January 2020, the World Health Organization (WHO) reported the appearance of a new coronavirus disease epidemic, which was declared a pandemic in March 2020. COVID-19 was the term given to this global public health catastrophe. As a consequence of the COVID-19 pandemic, several schools and colleges were forced to shut for a period of time. Face-to-face teaching has been phased out at a large number of higher education institutions. Educational activities will be hampered as a consequence of the social distance. In order to deal with this challenging situation, educational institutions are searching for novel approaches. As a result of the closure, online educational activities proliferated, ensuring that students’ educations were not interrupted. Several schools have prioritized engaging students and conducting assessments when determining how to successfully provide online course content (Almazova et al. 2020). Companies who were previously resistant to change will now welcome new technologies as a result of this issue. Professional education, especially medical education, was more difficult to deal with at the time due to the existing circumstances. To put it another way, online education refers to learning that takes place on a variety of electronic devices (such as computers, laptops, as well as even with smartphones) while connected to the internet in real-time or asynchronously, depending on the circumstances. As a consequence of online e-learning, education may become more student-centered, innovative, and adaptable over time. 1.2 Research Background Several schools and institutions were forced to shut as a result of the Covid-19 pandemic epidemic. Many people all around the globe are concerned about losing this semester’s work, or perhaps more in the future. A number of institutions and colleges have stopped offering on-campus courses. Experts believe that things in the classroom are unlikely to return to normal very soon. Social distance, which is widespread at the present, has a detrimental impact on learning possibilities. Higher education institutions are attempting to develop strategies to deal with this difficult circumstance (Bala, 2021). Because of technology advancements, online learning has become more accessible. Using online learning resources in the teaching-learning process is one way to improve student-centeredness, creativity, and flexibility. In other terms, online learning is described as “learning experiences in synchronous or asynchronous contexts utilising a range of internet-connected technologies (for example, the rise in the use of smartphones, laptops, and other types of e-communication divices). Students may learn and engage with teachers and other students from all around the world in these settings (independently). As a result of the worldwide pandemic Covid-19, a quarantine order has been enforced for most of the globe, and many cities have become ghost towns, with the consequences seen in educational institutions such as schools and colleges. Since the Covid-19 crisis, colleges have increased their use of online learning. Classrooms were converted into e-classrooms overnight, and instructors were compelled to change their whole teaching approach to meet the demands of a rapidly changing market. For the time being, the question is not whether online teaching–learning techniques can provide high-quality instruction; rather, it is whether academic institutions will be able to quickly and widely embrace online learning (Bala, 2021). 1.3 Research Significance The study’s significance lies in gaining a better understanding of e-efficacy, as well as the benefits and drawbacks of whie using this type of learning process. The researcher’s studies are aimed at providing a better understanding of how online learning evolves and changes. Aside from evaluating the e-learning sector, this study makes suggestions for how successful online learning will be in a crisis-like situation (Dhawan, 2020). 1.4 Research Rationale Online distribution is the most cost-effective and easy method of delivering curriculum to students in rural and remote areas. The United Nations and the World Health Organization (WHO) see e-learning not only in developed countries like the United States and the United Kingdom, but also act as an important educational tool, particularly in poor countries. Medical schools have utilised a variety of innovative methods to address the issue, including the usage of online course software/apps such as Google Classroom, Zoom, and Microsoft Teams. During the COVID-19 epidemic, this virtual e-learning class was developed to boost student trust in their teachers while also completing the course and staying in touch with the students. When online learning is implemented in the medical school, faculty members’ duties will change from conventional teacher-centric to student-centric (Dhawan, 2020). As a result, the study’s goal is to learn about university personnel’s views on e-learning during the COVID-19 epidemic, as well as their experiences, difficulties, and obstacles. Furthermore, the research will look at the variables that influence the use of e-learning as a teaching tool in higher education, which may aid future efforts to utilise e-learning not just during pandemics but also in non-pandemic circumstances throughout the teaching career. This importance of the paper lies in the process of understanding the ways in which, when confronted with a global pandemic crisis, pupils can achieve success in an online learning environment (Caporarello, Manzoni &Bigi, 2018). 1.5 Research Aims and Objectives This study seeks to assess how effective online learning is from the viewpoint of students during Covid-19 in order to operate a profitable e-learning company. Objectives To get a deeper grasp of how online learning is evolving and changing and a better understanding of e-efficacy, the benefits of learning, and the drawbacks of learning.To assess the UK e-learning market and its growth by $9.94 billion during 2021-2025To give some suggestions and recommendations for the success of online mode of learning during a crisis-like situation. 1.6 Research Questions Provide some recommending ideas and suggestions regarding the efficacy of the online learning method in a crisis-like scenario?How online learning is evolving and changing and a better understanding of e-efficacy, the benefits of learning, and the drawbacks of learning?Assess the UK e-learning market and its growth by $9.94 billion during 2021-2025? 1.7 Dissertation Structure The dissertation will be divided into five consecutive chapters. The first chapter is Introduction where the researcher will go on to introduce the topic and subject the aims abd objectives. The research significance and rationale will also be wrought out effectively. The second chapter is the Literature review where the research work of past authors is evaluated in accordance to the study. The third chapter is the Research methodology where the data analysis method, data type, research approach and philosophy will be subjected. Chapter four is the data analysis and findings chapter where the data will be analyzed using charts and graphs and its findings will be wrought out. The fifth and the last chapter is the Conclusion and recommendations chapter where the study will be concluded and further actions will be recommended. 1.8 Summary The World Health Organization (WHO) announced the emergence of a new coronavirus illness outbreak in January 2020. A substantial number of higher education institutions have phased out face-to-face instruction. Experts fear that things will not return to normal in the classroom very soon. One method to increase student-centeredness, creativity, and flexibility in the teaching-learning process is to use online learning materials. Colleges have boosted their use of online learning since the Covid-19 crisis (Dumford & Miller, 2018). The study’s importance stems from a deeper knowledge of e-efficacy, as well as the advantages and disadvantages of this sort of learning process. During the COVID-19 outbreak, many people were infected with the virus. 2.0. Introduction While different countries have varied degrees of COVID-19 infection, the World Health Organization estimates that school cancellations have affected over 1.2 billion children in 186 countries as a consequence of the pandemic. Prior to COVID-19, educational technology had advanced significantly and gained widespread acceptability. Since COVID-19, significant increase in the language-based apps, virtualvideo tutoringthrough remote communication conferencing technology, and online learning tools usage can be observed. With E-learning the teaching and learning process, for both students and instructors has turned out at ease effectively. In order to comprehend the value of the online learning platform and to measure its success amid Covid-19, the paper looks at the most successful eLearning companies in the United Kingdom, as well as their operational markets that they target. The UK e-learning industry expands, suggesting that the sector has a promising future. With the expansion of the European E-Learning Market, the UK government’s digital strategy has undergone a significant change. 2.1. Online Learning and Covid 19 2.1.1 Online Learning or E-Learning According to Dhawan (2020), onlineeducation has grown more accessible as technology has advanced. In order to comprehend the value of the online learning platform and to measure its success amid Covid-19, the author adds that this enables students to study at any place, at any time, on any schedule, and in any manner. “Online learning” is described as learning activities that take place in synchronous or asynchronous settings using a range of internet-connected devices. Again, as the authors clear the cloud, citing examples, the author postulates that, like mobile phones, laptops, etc. As the authors convey, these environments are flexible, and students may study and interact with instructors and other students (independently) from any place. A Synchronous form of learning environments seems to have been designed in an interactive way. This is instrumental in allowing the students to attend live lecture sessions. Alongside with an open environment where an educators and learners interact in real time confusion gets to be solved at high rate. This type of an instant feedback session seems to have made this aspect of digital learning to be possible. On the other hand, synchronous learning environments are just the opposite of unsynchronized one. It is not designed in such a way that students can be able to attend live lectures. Here the educators as well as the learners tend to interact in real time. No any form of instant feedback is possible. While educational materials are not provided in the form of live lectures or courses in this setting, they are accessible via a limited number of learning platforms and forums. In this case, immediate input and response are not possible. It’s conceivable that synchronous learning will allow for a lot more social interaction. Hence, they conclude that these online platforms are required in the event of the spread of a deadly virus. They allow for video conferencing, interactive discussions with students, and accessible lectures via mobile phones/laptops and include the ability of instant grading (Singh & Thurman, 2019). 2.1.2 The Rise of Online Learning Over the last decade, online education has grown quickly, as commented byDumford& Miller (2018). Since the advent of the COVID-19 virus, the importance of online education in people’s lives has grown. As a result of the pandemic, the author describes how school systems, universities, and businesses have been forced to change their course. However the value and importance of the online learning platform has achieved success and immense popularity amid Covid-19.. There are many online learning systems with millions of users on the market. Some of these sites are Udemy, Coursera, Lynda, Skill Share, and Udacity. The platform’s growth is also impacted by the platform’s various user verticals. While Skillshare caters to creatives with courses in animation, photography, and lifestyle, Coursera caters to academics with university-level courses. Furthermore, elite institutions are democratizing education by offering online courses. Stanford and Harvard both University offer online manifold courses in multiple subjects. Hence, they conclude that they need to move, and this movement is instrumental in prompting an increasing interest in online education. Even before the pandemic, market projections for the online education industry were expected to be grow by350 billion dollars within year 2025.The author describes more of this data and indicates that there is a strong demand for online education. It is conceivable that the quick pace of global change is fueling this demand and the industry’s rapid growth (Kayyali, nd). 2.1.3 Impact of online learning platforms amid Covid 19 Previous research conducted by Jogezai et al.(2021) has shown that e-learning has numerous benefits for students because it is more flexible. They place a greater emphasis on student-centeredness, and may improve connections with students through the use of asynchronous and synchronous technologies. For example, the author indicates e-mail, forums, chats, and video-conferences help in only communication and thus state the value of the online learning platform amid Covid-19. Furthermore, describing the context, the author indicates that all these internet technologies enable the simultaneous distribution of content to a large number of individuals through a single network connection. E-learning systems provide numerous advantages for learners, including control over the content and the amount of time spent studying. As a result, the authors conclude that the learning process may be tailored to each learner’s specific requirements and learning objectives. This may assist in increasing communication between instructors and students, and despite some of the inherent challenges of living in a crisis, e-learning may actually aid in improving students’ learning processes (Bala, 2021). On the other hand, in contradiction Almazova et al. (2020), condemns the use of E-learning platforms that can result in a number of issues. There are some students who may be regarded as impediments to learning. They, for example, can develop psychological disorders or associative behavioral disorders symptoms. As when students may require assistance while learning, or feel isolated due to the absence of physical presets. While these difficulties seem intimidating, a teacher must have previous experience and knowledge of teaching in an online environment. As a consequence, students believe that when education is completely online, these problems and disadvantages will be amplified. Teachers will have a hard time adapting to the new environment since they have no prior experience with E-learning and only a limited amount of time to alter their teaching style. A survey performed by School Education Gateway found that of the 66.7% of respondents, almost half of them said they had used internet platforms for the first time during the outbreak that occurred around the same time as the pandemic. Students and instructors may have been vulnerable to the difficulties of all online learning environments because of this. 2.2. E-Learning strengths and weaknesses 2.2.1 Effectiveness, Benefits, and Downsides of E-Learning It is very important to understand the benefits, downsides and effectiveness of e learning in order to comprehend the value of the online learning platform and to measure its success amid Covid-19. Due to its complexity and breadth, Siddiqui et al. (2019) describes e-learning that has the potential to enhance the educational process. Teachers and students must understand the ways to effectively integrate digital collaboration and digitized performance into the teaching and learning processes. In describing the fact, the author condemns that in this way, they are to have a positive influence on them. They compared face-to-face learning with the aspects of e-learning and found evidence that online learning enhances students’ motivation and self-awareness. The only thing the author warns about is in regards to understanding the ways to use e-learning tools to enhance the learning experience. The new learning modules tend to communicate effectively with the students by opting for an online educative form. When E-learning was introduced, it was discovered that student absorption was high, comparable to that of conventional students. Hence, they add, while concluding that online education has also been shown to be beneficial, especially for shy, easily intimidated, and slow learners who lack the confidence to stand out and express themselves in a conventional classroom environment. In contrast to the mentioned views and comments, Caporarello, Manzoni & Bigi (2018) states in traditional classroom instruction, a community-based learning experience develops, which leads to the building of students’ character. The aspect of socializing physically beings as physical beings through e-learning can be a matter of concern. Although this mode of education has gained popularity in recent years due to its flexibility in delivering education and providing access to materials and resources. In this manner, the author describes E-learning as essential since it has the potential to improve the quality of the process by allowing for the customization and adjustment of courses to the needs of the learners, Because of its flexibility, e-learning overcomes barriers such as distance and time constraints. The authors have access to a vast amount of data analyzed. They found that collaborative learning is simplified by allowing students to study at their own speed and encouraging them to interact, debate, and share their points of view and ideas with one another. Without a doubt, online education has many benefits, but there are certain drawbacks to consider. It is reasonable to conclude that their ability to select their study schedule and the amount of time they spend studying may lead to a loss of motivation and a lack of physical touch. However all the aforesaid attributes comprehends the value of the online learning platform and helps to measure the success of online education platforms and providers amid Covid-19. 2.2.2 E-Learning industry and Covid 19 As described by Hoq (2020), the presence of peers may cause students to feel estranged from their classmates. There is also the potential that e-learning will have a detrimental effect on one’s physical health. Still, remote tutors, online courses, seminars, and other remote-learning technologies have grown increasingly accessible, profitable, and well-known in recent years, increasing the appeal and inventiveness of the e-learning industry. According to them, every dollar spent on e-learning leads to a $30 boost in productivity, and 93% of companies want to utilise it in the near future. In many cases, entrepreneurs in the e-learning sector may take advantage of the industry’s rapid growth. Hence, they conclude that any company that wants to persue this field of education with the fastest growth potential will be successful in growing as an e-learning company with low starting expenses (forbes.com, 2020). According to reports, the impact of COVID-19 may be felt worldwide, and all industries are equally impacted. Furthermore, the education sector is struggling, causing the educational process to be delayed worldwide. The total lockdown, which was implemented in 42 countries, had a detrimental effect on the lives of students. Global education has come to a halt, impacting about 1.277 billion students. As COVID-19 shows, although change is inevitable, progress is not. As a result of this situation, every educational institution has been forced to engage in ICT as a catalyst for moving into new terrain (Information and Communication Technology). This study shows how the world is synchronizing its activities and addressing its issues. This study examines the evolution of online education, the countermeasures implemented by Indian and international governments, the degree to which they have been effective so far, and the remaining challenge (Verawardina et al. 2020). Hence here it can be stated that online platforms and business organization that provide online education are in demand and are doing a good job providing education at the finger tips. 2.2.3 Top E-Learning Companies in the UK To understand the success of the online companies and online learning platforms few companies in the UK can be evaluated. Paradiso LMS is a prominent eLearning solution provider in the UK, specializing in cutting-edge online training. This multi-award-winning cloud-based learning management system (LMS) provides essential functionality and a complete set of tools to help students create the best online learning experiences imaginable. The company provides a variety of services, including gamification, social learning, and a virtual classroom  and has become quite successful amid Covid 19 (paradisosolutions.com, 2021).Walk Grove, a company headquartered in the United Kingdom that specializes in customized e-learning solutions, offers content development, LMS administration, and off-the-shelf courses. Walk Grove, a prominent eLearning solution provider, has created the most cost-effective and low-cost learning solutions amid Covid 19 to help companies succeed. Titus Learning, a Moodle Partner located in the United Kingdom, provides outstanding, tailored e-learning solutions for academic institutions and corporate training. It creates the most effective virtual learning environments (VLEs) and business learning platforms in the world for schools, universities, and other organizations. Titus also offers simple third-party connections, real-time data, a quick on boarding procedure, and customized development choices tailored to a student or organization’s unique learning needs. The organization was very active and helped immensely among the Covid 19 pandemic. LEO is a prominent eLearning company in the UK, providing creative, high-quality learning solutions. It works with a wide range of learning platforms, portals, corporate learning management systems, and educational virtual learning environments (VLEs), to name a few. Day One Tech, a bespoke eLearning solutions company based in the United Kingdom, offers the best eLearning solutions, system simulations, and blended learning to engage workers and improve business performance. Day One Tech is one of the top providers of eLearning solutions in the UK, offering complete eLearning solutions to meet unique training needs. The Learning Pool, one of London’s most well-known eLearning companies, offers complete eLearning services to help a student amid Covid 19. To name a few aspects of Learning Pool’s complete eLearning service, students are provided with a library of rich materials, easy content updating, advanced learning tools for job performance enhancement, and online Learning Management Systems (paradisosolutions.com, 2021).  On the whole, these companies have worked hard in the Covid 19 times and have contributed a lot for success of the online companies. 2.3. The E-learning Market in the UK 2.3.1 The E-learning Market in the UK to grow by $9.94 billion during 2021-2025 It is very important to estimate the market growth in order to comprehend the value of the online learning platform and to measure its success amid Covid-19In reference to the discussion in regards to companies that offer e-learning management systems (LMS), course creation, game-based learning, social learning, and translation and localization, the UK e-learning in the Education Services sector is projected to grow manifold. According to them, the UK’s e-learning market will expand at a compound annual growth rate of 15.05 percent over the next five years. The author views that as the academic learning process improve, a rise in cost-effective content development, and reduced infrastructure and additional costs will happen. All these provide substantial growth opportunities that capitalize on present possibilities. Hence, they conclude that the new market vendors must improve their positions in high-growth sectors while preserving their positions in slow-growth areas (Huser et al. (2021). 2.3.2 Europe E-Learning Market Growth According to researchandmarkets.com, the European E-Learning market is expected to grow at an annual rate of 8% between 2020 and 2026, reaching a market value of about USD 75 billion in 2019. Cultural factors, Smartphone usage, internet connection speed, and instructional methods all have a significant effect on the European e-learning industry. Different purchasing patterns exist throughout Europe due to the variety of educational systems. Scandinavian countries invest heavily in online education and are major exporters of e-learning technologies. Because of a strong emphasis on digital education methods, the presence of major European institutions and a high degree of demand for these solutions from businesses and professionals, the industry leads the market in the United Kingdom. However evaluating the size and on growing trend of online education the value of the online learning platform and to measure its success amid Covid-19 Figure 1: E learning Market size (Source: https://www.graphicalresearch.com/industry-insights/1424/europe-e-learning-market) Citing examples, the technologically advanced environment in Europe helps the regional e-learning sector. Through the country’s 2017 5G strategy, the German government established a framework for action to assist in increasing network coverage and promoting 5G applications. Many nations, like Italy, France, Sweden, Germany, and Austria, have a strong telecom infrastructure that allows content to be transmitted at high speeds without buffering, resulting in a seamless e-learning experience (graphicalresearch.com, 2020). MOOC-style teaching, virtual courses, and problem-solving creativity within the constraints of a normal school day were all emphasized. The authors postulate that as the number of Smartphone owners in Europe grows, the mobile e-learning sector will expand at a quicker pace in the coming years. According to current Pew Internet & American Life Project statistics, Smartphone ownership rates in industrialized nations such as Greece, Poland, and Russia are closer to six out of ten. According to Occom’s annual Media Nation survey, eight out of ten people in the United Kingdom possess a Smartphone as of January 2019. Hence, they conclude by adding that high-speed internet connections are becoming more widespread across Europe. This trend will be followed by an increase in Smartphone use, which will help the region’s mobile e-learning industry expand (researchandmarkets.com, 2020). 2.3.3 UK governments’ digital strategies It is very important to understand the government strategies in order to comprehend the value of the online learning platform and to measure its success amid Covid-19.According to graphicalresearch.com (2020), the European e-learning industry is expected to expand at a CAGR of almost 15% from 2019/20 to 2023, generating total sales of more than $36.25 billion. Citing research examples from the Environment Economic Forum, one of the most significant drivers of government initiatives to educate people with digital skills may flourish in a digital environment. In describing this, the author postulates that the ease of using this technology-based educational platform would lead to the growth of online learning. This growth in e-learning will be mostly pushed by government-aided digital efforts, which will be a key driver of this trend. Moreover, businesses who are trying to aid in the realization of the new type of education mean results in productivity. This increase in productivity can benefit students and teachers associated with technological progress. According to them, it would be good to conclude the fact that the United Kingdom led Europe’s e-learning market in 2018, accounting for about 28 percent of the total economic growth. According to forecasts, this particular e-learning aspect will continue to be the biggest contributor to growth during the next five years, from 2020 to 2033. According to industry projections, the author predicts that the e-learning market will expand at a CAGR of 30.31 percent by 2024. Amongst them, it can be concluded that 75 percent of the population will have internet access by 2023. With up to 48 percent of the population using smart phones in that year, they conclude (fenews.co.uk, 2020). Contradicting the abovementioned views, it states that many people are worried about the effects of climate change. Referring to an example, the aspect of carbon emissions is being reduced by businesses of all kinds, especially educational institutions, and the people associated with them. According to the results of an Open University study, e-learning uses 90% less energy and emits 85% less CO2 than conventional classroom teaching. In describing their research, they found that combining e-learning with conventional classroom teaching may reduce average learning time by 40% to 60%, depending on the conditions. They conclude on the fact that, with the adoption of an online learning program, a given UK corporation with 5000 workers can result in an 84 percent decrease in carbon emissions, from 240 to 38 tonnes per year (fenews.co.uk, 2020). Supporting the abovementioned views directs toward an approach that is used in a number of commercial and educational contexts. All these are there to encourage desired behavior, such as engaging a potential customer or teaching students in an educational program. Gamification has increased in popularity in the workplace in recent years, culminating in a $US5.5 billion industry in 2018. According to estimates, the Vietnamese gamification industry will expand at a compound annual growth rate of 38.1 percent between 2017 and 2023. The estimates lead to the conclusion that augmented and virtual reality’s market share will grow in the near future (fenews.co.uk, 2020). The forecast of the online market in UK subjects that this medium of study and this platform is growing rapidly in the nation amid Covid 19. 2.4. Literature review gap According to this paper, the UK government relies significantly on digital technology on a daily basis to carry out its activities. A considerable number of literary work gaps can be observed in order to comprehend the value of the online learning platform and to measure its success amid Covid-19. It is because this paper misses out on the diversity of putting digitization into use. According to new research, the some of the most well-known eLearning companies in the UK are absent from numerous academic and industry publications. The words “2020-2024” refer not just to the European e-learning industry from 2020 to 2024, but also to basic human ideals that apply to all areas of life. They assist their students in doing empirical research in their various areas by using the author’s rigorous methodology to evaluate the strengths and shortcomings of an E-learning company. Therefore, it is very conceivable that this paper currently misses the delicacy of the case. Hence, this paper fails to present comprehensive, well-designed, and detailed research on the subject. More research needs to be conducted in order to comprehend the value of the online learning platform and to measure its success amid Covid-19 in the near future.  2.5. Theoretical Framework This study proposes a theoretical basis for exploring the problem. In addition to a literature-based academic framework, the authors provide an empirical approach for evaluating the effectiveness of e learning in order to comprehend the value of the online learning platform and to measure its success amid Covid-19. As a consequence of this research, students will get a deeper understanding of the effectiveness of online learning, which will allow the researchers to launch a successful e-learning business during Covid-19. The ultimate aim of this theoretical framework is to comprehend current educational developments. When it comes to Covid 19, the shift from traditional to online learning has been smooth, resulting in the growth of the online learning platform, which has helped the company’s development into a hugely successful business. E-Learning Theories are required to explain, characterize, evaluate, and predict how learning should occur. The Behaviorist Learning Theory was used as a guideline throughout this research (Eugenio & Ocampo, 2019). According to this idea, learning is defined as an observable change in a learner’s behavior as a consequence of new knowledge exposure. To elicit answers from students, this technique must be utilized to detect any changes in behavior that have happened due to the inclusion of e-learning. Things like heavy technological usage elicit a reaction that can induce a change in prior behavior while using traditional methods. These behavioral aspects are repeated until new patterns of behavior develop, which may take years (Reimann, 2018). 2.6. Conceptual Framework Figure 2: Conceptual Framework (Source: Created by the Researcher) 2.7. Summary It can be concluded that this paper talks in the context of online learning and Covid 19’s impact on e-learning and comprehends the value of the online learning platform and to measure its success amid Covid-19. It also discusses the various aspects of online learning, also known as “E-Learning.” This article examined the factors that have contributed to the growth of online learning in the COVID era. In the face of criticism, this research demonstrates that online learning systems have a positive impact. According to a number of academic scholars and researchers’ opinions, this study was designed to analyze a broad variety of components and proformas that contribute to the growing efficacy and benefits of this sector. It was also helpful in emphasizing the disadvantages of e-learning as well as the danger that the e-learning sector presents to conventional modes of learning as a consequence of its debut. As a result of the pandemic’s worldwide spread, about 1.2 billion pupils’ schooling has been disrupted. In 2019, global EdTech investments are expected to total $18.66 billion. By 2025, the online education industry is projected to be worth $350 billion. Asynchronous learning refers to interactions that take place either online or offline. The number of platform options available has greatly grown, each of which may appeal to a certain set of people, which may explain the global education marketplace’s breadth. This study illustrates how the world works together to solve issues like COVID. Both Titus Learning’s educational platforms and VLEs (virtual learning environments) provide the most advanced business learning solutions for schools, universities, and other organizations across the globe. Because of its emphasis on digital education methods and the presence of key European organizations, the United Kingdom leads the worldwide digital media industry. Concluding this study, it can be stated that e-learning consumes 90% less energy and emits 85% less CO2. Many companies incorporate gaming elements into their operations for a number of reasons, such as boosting customer loyalty and student engagement. Every dollar spent on e-learning results in a $30 increase in business productivity. 93 percent of organizations plan to use online learning in the future. The goal of this practice is to purify the mind and conceal other areas of weakness. The usage of the literature review gap is a typical example of an overlooked scenario. As a consequence, a theoretical framework and a conceptual framework were utilized to account for the direction and methods of predicting the risks of Covid, as well as their effects on e-learning. 3.0 Research Methodology Chapter 3.1 Research Philosophy Research philosophy is a study idea that helps in management, advancement, and data sources. To comprehend the value of an online learning platform in the context of a successful business amid Covid-19, the relevant research philosophy will follow contextual research while concurrently collecting, using, and analyzing data on a specific subject. This research may benefit from a comparison of learning practices in the online education sector. Taking important elements and the breadth of related studies into consideration, the positivism in philosophy between the UK is significant and justified. It is critical in assisting with the development of a structured framework that describes the study’s important prospects or goals as a means of advancing the effectiveness associated with an online learning platform. It is in context with aspects of running a successful business amid Covid-19. It is consistent with the main data and may be considered as part of the research (Snyder, 2019). Finally, in terms of results, the apparent theories that help in the understanding of the effectiveness associated with an online learning platform for running a successful business amid Covid-19. Moreover, the causative connection between occurrences has been evaluated in a similar manner using the positivism philosophy (Snyder, 2019). 3.2 Research Design To comprehend the value of an online learning platform in the context of a successful business amid Covid-19, the study is based on cutting-edge scientific methods. The Study’s Concept incorporated by the researcher aims to utilize statistical analysis to draw logical and methodical conclusions, taking into account human views and answers, as well as the results of the respondents’ assessments. In order to comprehend the value of an online learning platform in the context of a successful business amid Covid-19, the researcher will use a descriptive research approach to get relevant results for this study (Mohajan, 2018). The descriptive study design also assists researchers in selecting the most significant findings. This will help in the conclusion of the research and will create the provision of good findings. Survey Monkey will be used to evaluate the data in this study, with the help of the questionnaire. More descriptive research will benefit this study since it will allow for the investigation of non-eligible topics and problems, as well as the utilization of qualitative and quantitative data collection techniques. A descriptive research method to comprehend the value of an online learning platform in the context of a successful business amid Covid-19 will be effective. Researchers will be able to provide more in the contemporary context by comparing the online learning platform and their success amid UK. Using graphs and charts to carry out this research within an appropriate research design, researchers will gather critical information from respondents (Mohajan, 2018). 3.3 Research Approach Research approach refers to a fundamental part associated with the aspect of relevancy in terms of research on the basis of the rationale. In order to comprehend the value of the online learning platform and to measure its success amid Covid-19, the relevant research approach assists the researcher by inspiring him or her. As a result, both primary and secondary data, as well as all of their associated problems, may be seen with fresh eyes. In order to comprehend the value of the online learning platform and to measure its success amid Covid-19, the researcher will use deductive research approach. When utilizing relevant research-based methods, the researcher will use the deductive approach to create a useful data collection that will assist him/her in generating the advantages of the study (Dźwigoł, 2018). A researcher may also use a deductive method to analyze primary data. Furthermore, the wide range of disciplinary techniques and graphical tools available aids researchers’ search for information. 3.4 Data type and analysis Data type is mandatory in order to comprehend the value of the online learning platform and to measure its success amid Covid-19. Also, the structure used at this time of the test contributes to the reality and the stagnant nature of the whole test. Regardless of the methodology used for the work, the data type can be divided into two types, for example, secondary data and primary data. The primary data is the information that the researcher will collect because no one has distributed or integrated the data in a discussion that is accessible to the general public. The researcher usually takes time and the resource provides the possibility of collecting the primary information only when the subject, topic or question presents itself, which is sufficiently outstanding or noteworthy that it allows the outgoing to collect the primary information. Accordingly, such data are either expeditiously or exclusively in the nature of nature as it is properly linked to current materials and topics. The primary data is the data that the researcher gathers using various methods, for example, questionnaires, interviews, surveys, etc (Ørngreen & Levinsen, 2017) Secondary data is data that is relevant to the researcher’s study but was collected for a different purpose and at a different time than the researcher’s original data. It will be considered supplementary information for the current study if the researcher makes use of this material. It might be printed, written, or electronic, and it could have any kind of organization. In order to apply explicit foundations, commercial centers, and future things, researchers collect information from a variety of secondary data source researchers. In addition, they get information from original data source sources. Also used to assess interest in the study’s subject is secondary data, which is collected early on. As a consequence, secondary data, whether external or internal, is organized in the same way as main data is organized in the organization. While internal secondary information is derived from the companies or markets in which the research is being performed, external secondary information is derived from outside sources. In order to comprehend the value of the online learning platform and to measure its success amid Covid-19 the researcher will make use of both primary and secondary data in order to ensure that the study is properly evaluated and reported on (Kumar, 2018). 3.5 Sampling technique In order to comprehend the value of the online learning platform and to measure its success amid Covid-19, the findings may be utilized to show specific sample suggestions for obtaining the required number of participants. To understand the success of online learning platforms amid Covid19, the researcher will use this non-probability sampling method to collect information from UK online education providers. As a consequence, the sample chosen is connected to the researcher’s personal preferences in terms of the demography being studied. It is also considered to be the most effective approach for this investigation since it is based on sampling. As a consequence, the efficiency in terms of both time and money was substantially different from the efficiency of the random sampling group (Kumar, 2018). 3.6 Sample size Each of the viable units is called populous. Managing and marketing e-learning resources depends on a large portion of experiments and samples. However, in order to comprehend the value of the online learning platform and to measure its success amid Covid-19,in these investigations, because the population is moderately high and time-limited, the researchers take samples or different samples and contrast the hypotheses and the results of the sample. In view of the current study grade, the sample size measured for the study was set as the target of 50 respondents. Furthermore, the size of the sample will be split depending on the demographic and geographical factors to create a quantitative feature of the study. In addition, the target population is online education providing companies amid UK. This will help in obtaining relevant information in order to generate reasonable search and research results (Ørngreen & Levinsen, 2017). 3.7 Limitations There will be several limitations in order to comprehend the value of the online learning platform and to measure its success amid Covid-19, The one-sidedness of the primary data in the framework also has an impact on the probability of the outcome. The other limitation can be subjected in study due to financial and schedule constraints that were difficult to overcome in this study. The quantity of information accessible is also influenced by the topic of the paper submitted by the researcher. Finally, the researcher’s study method ensures that users’ personal experiences are combined with comparisons between different aspects of e-learning, or at times, compares the aspect with off line education in context to the spread of the global pandemic (Snyder, 2019). 3.8 Research ethics The ethics of research is the most important element of any study. If this component is not present, the study area may be limited as a result of ethical values. In order to comprehend the value of the online learning platform and to measure its success amid Covid-19 the research will maintain all the ethical values and rules to complete the study effectively. In order to avoid jeopardizing the study’s ethical integrity, researchers will take all appropriate steps in order to keep disclosed information secure. All the gathered information will be kept confidential and secure by the researchers. For this research, confidentiality of respondent names and personal information and all the other ethical standards will be maintained. Responses will be kept anonymous and personal information will be withheld for the aim of selecting respondents who are ethical. To justify any security breach or security violation, it is necessary to keep responders’ information secure as this is a specific technique for ensuring the safety and security of all of the gathered data (Dumford & Miller, 2018). 3.9 Summary In order to comprehend the value of the online learning platform and to measure its success amid Covid-19, it can be subjected that this particular research will use descriptive research approach and positivism philosophy. This study will subject on the basis of primary and secondary data. Both primary and secondary data will be used to portray the effectiveness of the subject. The ethics and limitation of the research are an important element and all attributes have been kept in mind while doing the study. 4.0 Findings And Analysis This chapter on findings analysis and discussion discuss the various findings of the primary data collection and connecting it with the secondary data research analyze to the literature review in connecting with key concepts and ideas regarding online learning during covid-19 and how it has affected the education system and the perception of it in the eyes of students and other relevant stakeholders. The primary data collection was conducted using a questionnaire which was distributed over an online platform. The questionnaire has both open-ended and closed-ended questions, which leads to collecting qualitative and quantitative data. Table 1: TABLE SHOWING: Demographic Of Sample – Gender What is your gender ?GenderResponseMale25Female20TOTAL45 ANALYSIS AND INTERPRETITION Analyzing the distribution of demographics in terms of gender, the response is almost even, with 56% Office Mountains being male and 44% being female, which is a somewhat equal distribution of data that leads to a fair and equal analysis of the results. Table 2: TABLE SHOWING: Demographic Of Sample – Age What is your age ?AgeResponse20-253426-30931-35135-400Above 401TOTAL45 ANALYSIS AND INTERPRETITION The age profile of the research subjects mostly belongs to two individuals between the ages of 20 – 25 years, with 20% of individuals belonging to the age group of 26 – 30 years. This distribution of the population gives good insight into the kind of responses that education Institutions will be looking for to analyze the effectiveness of online teaching. Change the data collection aims to identify individuals above the age of 18 years old; most of the members who filled the form are likely to be undergraduates or pursuing a degree after their under-graduation. Very few individuals are between the age groups of 31 to 35 years and above the age of 40. This population makes less than 15% of the sample size. Most online teaching institutions look at individuals in this age group, whether it is preparing them for college exams or comparative and professional degree course exams (Chang and Kim, 2021). Having a sample in this group would be beneficial to understand the thinking of this group of individuals and provide recommendations for future use. Table 3: TABLE SHOWING: Academic qualifications What is your qualification?QualificationResponseUnder Graduate6Graduate16Post Graduate23Docrate0TOTAL45 ANALYSIS AND INTERPRETITION The majority of the sample collected or currently pursuing their post-graduation degree. Over 50% of the sample population belongs to this category. Amongst that, around 36% of the population is a graduate from a reputed university or equivalent in the UK. Around 13% of the population is undergraduate students pursuing their careers. The data collected in Synergy with the responses regarding the age group of individuals show close relations with the output and quality of answers expected from this primary data collection. Since most of the individuals are continuing with their post-graduate studies, they would have a better idea about the differences that they have interacted and understood between the quality of learning and interaction during additional learning methods and online learning techniques and be able to contribute well to the research. Table 4: TABLE SHOWING: Pursuing Online Learning Did you carry out or are currently carrying out online Learning?CriteriaResponseYes40No4TOTAL44 ANALYSIS AND INTERPRETITION According to the statistics provided, most individuals are currently carrying out online learning, with only four individuals not engaging in online learning. Even though the total number of data collected is from 45 participants, due to random error loss, one of the responses was omitted in this question. Table 5: TABLE SHOWING: Satisfaction with Online Learning What is your level of satisfaction in attending lectures online?CriteriaResponseVery Satisfied8Quite Satisfied9Satisfied16Less Satisfied9Unsatisfied3AGREEABLENESS68.4% ANALYSIS AND INTERPRETITION Response to the level of satisfaction perceived with online learning has a fair level of agreeableness at around 68%. The number of individuals responding to the question mostly said that they are somewhat satisfied with the kind of structure the online classes have brought to them and the value that it has generated. Since the sample size is restricted, the responses are based on the personal experiences of these few individuals. Very few individuals responded with uncertain function and poor levels of satisfaction. These points to the fact that the education provided to individuals using online mediums can be improved by implementing proper information delivery techniques and increasing feedback. Online learning also promotes a number of tools that are ordinarily not available during traditional modes of teaching. However, every university does not have enough resources to implement these types of structures which is why the level of satisfaction may not be profound in this case. Table 6: TABLE SHOWING: Provision of Resources from School/University How supportive has your School or University been in providing you with the resources you need to learn from home?CriteriaResponseExtremely Beneficial13Moderately Beneficial21Slightly Beneficial8Not at all Beneficial2AGREEABLENESS75.6% ANALYSIS AND INTERPRETITION Resources provided by a school or university during the error of online learning include providing study material and a resource library for accessing data and literature on important topics. It also includes providing lecture notes and innovative ways of conducting exams and evaluating responses, such as engaging in frequent tests over online forms and strict methods of administering tests and building a digital infrastructure that would aid education (Chang and Kim, 2021). Very few universities have provided individuals with gadgets such as smart phones or laptops for online studying; however, some government initiatives around the world have provided individuals belonging to poor socio-economic classes with such amenities. Most individuals responded, saying that the resources provided to them by universities have been beneficial to them to increase the overall development and learning. The degree of agreeableness to this fashion is almost 76% which is an excellent number given the short amount of time that universities had to adapt themselves to these new ways of teaching. Like question 4, a random error loss was recorded, which is why only 44 responses were collected. Table 7: TABLE SHOWING: Support From Teachers How helpful are your teachers when it comes to online learning?CriteriaResponseExtremely Beneficial15Moderately Beneficial22Slightly Beneficial6Not at all Beneficial2AGREEABLENESS77.78% ANALYSIS AND INTERPRETITION Online education would only be successful with proper cooperation between students and educators. Teachers who had a pragmatic approach towards delivering classes and engaging with students through an effective medium of feedback and understanding of problems, and accommodating them had better responsiveness to online teaching methods. This question asked to the research subjects provided an insight into the help they receive from educators; the question had around 78% agreeableness which is an extremely satisfying number. The support from teachers and educators in schools and universities profoundly impacts the overall learning experience delivered to the students. Table 8: TABLE SHOWING: Communication between Student and Teacher Do you agree that online learning effects the communication factor between student and teacher?CriteriaResponseStrongly Agree8Agree11Neutral21Disagree2Strongly Disagree3AGREEABLENESS68.45% ANALYSIS AND INTERPRETITION Communication is one of the main factors that support the proper delivery of information and education. Online education has significant perks of its own, including the streamlined communication factor because teachers have greater access ability to the students and can directly reach them at any hour. Having an online structure gives the educator and student the comfort to communicate remotely and get their doubts and issues clear whenever it is comfortable for them to meet. However, communication might also become a restricting factor since the participants were not meeting in person; one to one interaction is not possible. Decisive interactions increase the ability of the student to get the doubts cleared and might feel more comfortable speaking to the teacher individually compared to expressing their concerns in class. This question has a moderate level of agreeableness at around 68%. Even though very few individuals disagreed with the statement, most of the participants had a neutral response to the communication factor established between educators and students. Table 9: TABLE SHOWING: Opinion Regarding Online Teaching What is your opinion about online learning?CriteriaResponseEffective and Inefficient14Ineffective and Inefficient9Quite Effective and Efficient22TOTAL45 ANALYSIS AND INTERPRETITION The adoption of online learning has been debated since university is forced to adopt it over traditional modes of teaching. Online teaching has significant benefits, but it also has a number of drawbacks that some individuals might not be compatible with. In this question, the survey asked individuals about the effectiveness of online learning and how efficiently information is delegated. Around 49% of the participants were of the opinion that online education is quite efficient and effective. Around 20% of individuals were of the opinion that it is extremely ineffective and inefficient. However, 31% of the candidates said that it was effective but inefficient.  The first two are contrasting characteristics and can be accounted for, but the third criteria’ findings were very interesting. In this response, the method of teaching was recorded to be inefficient, however effective (Chang and Kim, 2021). The effectiveness of online teaching can be regarded as the level of comprehension and registration of information when it is being taught. Inefficiency can be regarded as the way information is being dispensed and how different candidates are evaluated and assessed. It may be concluded that the mechanisms adopted by universities for measuring different types of metrics, such as attendance distribution of questionnaires delivering lecture notes, etc., are not optimal and very efficient leading to confusion. However, this teaching model provides accessibility and more tools, which might add to the method’s effectiveness and understanding of students. Table 10: TABLE SHOWING: Effectiveness of Online Learning Do you feel online learning is helping you?CriteriaResponseYes22Maybe16No7AGREEABLENESS77.78% ANALYSIS AND INTERPRETITION Responsiveness to online learning and how profound an impact it has led to students’ lives provided a somewhat optimistic answer with 78% of agreeableness. This statistic shows that online teaching has been beneficial and has helped individuals in their day-to-day learning and has increased their ability to understand concepts. Most of the participants reply with a maybe, which is the fact that most of them are confused or unsure about the positive impact that it may have had. This can also be interpreted that students do not see any difference between learning online and learning in a traditional model. This also provides a pragmatic result setting that universities managed to curate an environment for the students that did not make them miss campus life (Owens et al., 2019). The overall delivery of education was supported nonetheless. Very few individuals responded with a no, inferring that the candidates did indeed find value and thought that this mode of education was helping them. Table 11: TABLE SHOWING: Effectiveness of Online Learning Do you feel online learning is helping you?CriteriaResponseYes13Maybe17No15AGREEABLENESS48% ANALYSIS AND INTERPRETITION The final question was regarding the effectiveness of online learning, which had an overall agreeableness level of 48%. This provides a very poor reflection of the practices that have been adopted during online education to provide good quality content to students that increase the effectiveness of the learning techniques and have them retain information long term. This finding deviates from the previously understood metric of the kind of content and its effectiveness to students. It provides more concrete proof that the total quality delivered using online learning is less than adequate. Students clearly feel that they are missing out on some of the most important physical and traditional learning techniques. 4.2. Discussion 4.2.1 Online Classes – Perspectives of students Studying from home seems to have mixed reviews as students are divided into two large groups. The first group is of the opinion that online learning is convenient and how it helped them save time on commuting and focus on skill development and extracurricular activities that they truly cherished. Some other factors which contribute to this sensibility include staying at home gives students more time to bond with their family and work through issues they would have otherwise not had the luxury of addressing. This group of individuals mostly had positive reviews about the new tools and techniques which the platforms provide them and how to exploit it to better understand concepts. The only drawback might be that such tools are difficult to learn and adopt by educators. However, the second group identified consisted of individuals who expressed their disappointment about not having the opportunity to go to college and get the true college experience physically. This provides insights on how online education cannot replace traditional modes of teaching as the output delivered is not equivalent to the ones students would have otherwise experienced in class. Similarly, skill development and participating in extracurricular activities was not as rewarding on an online medium. College societies were forced to restructure and operate differently this type of restructuring led to significant impediments which they could not overcome. Students were also of the opinion that online modes of teaching helped them interact in workshops conducted by individuals sitting in foreign countries and benefited from the experience of getting real-life examples and scenarios with significant skill development and internship opportunities while sitting at home. 4.2.2 Student-Teacher Communication Communication between teachers and students has seldom changed in online mediums. According to students, communicating with teachers has become much more accessible. Using features such as the chat boxes and sending direct mails regarding issues students have been facing in class were good feature that some participants mentioned in their answers. It can be observed that in traditional mediums, teachers are always in a hurry to complete the syllabus and do not get enough chances to have one-on-one interactions (Mallick, 2021). This often leads to the dismissal of students’ questions, which often seems counterproductive as they may help gain clarity regarding topics that students face difficulty understanding. Discussions like these usually happened after the classes get over, but it was not guaranteed that the teacher would have the time to address those questions. Another way that communication improved was the ability of teachers to monitor all the students at once and provide them with the comfort of answering at will. However, in the perspective of teachers, communication deteriorated because some of the students are unwilling to switch on cameras or participate at all in class (Castelli and Sarvary, 2021). Universities faced significant challenges dealing with concerns that students log in to their classes without attending it to get the attendance but not pay any attention to what is being taught. Universities have been facing challenges in conducting exams as students have accessibility to the internet to search for answers, which make the entire process rather redundant. 4.2.3 The growth and adoption of Ed-Tech The popularity of Ed-Tech companies has exponentially increased since the covid-19 pandemic. Many students who were unable to gain feedback from their teachers and assessors turned to these platforms for either getting better insight on the tasks or using the services to hire tutors who will give them personal attention while completing the tasks. The learning content created on such websites is far superior to the ones being provided by colleges and universities. A keen observation brought to the fact that the content created by such organizations and websites is much superior to the ones generally made by teachers and professors as they have dedicated staff who engage in such activities. The content is fresh and crisp and provides a better opportunity to learn and adapt. The prevalence of Ed-Tech learning content since the covid-19 pandemic can be attributed to the new avenues and popularization of online platforms that students have access to. The content experts were creating was relatively young and had a better grasp of using modern applications that processes might not be comfortable using. This leads to the creation of content that is more appealing to students. Some educators, however, are concerned regarding the authenticity of the content being projected. The experts who create the material might not have significant experience and certification for advising learners regarding the course. 4.2.4 Feedback from students Most students lauded the accessibility of online classes and how learning is made easier by using tools that were not being exploited efficiently in physical classes. Students also appreciated the efforts by the university to administer innovative ways of conducting exams, such as using third-party applications which provided multiple-choice questions which were objective in nature and analytical in approach. Other benefits of online learning, as described by pupils, include having the ability to collaborate over cross-functional teams and interact with classmates over the online meeting platforms. This helps to facilitate discussions and increase the value of conversations (Teräs et al., 2020). Due to the use of online websites, the students were able to call external speakers who could be experts in their field and gain their opinions and thoughts from different countries as the accessibility increased using online mediums. University campusing and recruiting activities also became better and easier, with students able to apply to foreign organizations without having to go for those interviews and orientations physically. The same applied to getting internships infamous organizations. Some problems and disadvantages of online teaching included concerns regarding privacy and how examinations were being administered. Even though most students seemed to be happy about the fact that exams are being conducted online, other students wanted everyone to be treated fairly and be graded according to the efforts put in by the individual.  4.2.5 Resources provided by educational institutions During the research, this domain had a mixed set of responses, concluding that most universities give both students and teachers the freedom to access the online platform by giving them some basic digital infrastructure over the internet. Some universities invested resources to buy expensive packages that make teaching more integrated and fun, such as Microsoft teams or even build their computer programs, where other universities used popular teaching applications such as Google meet and zoom. Most universities trained teachers how to use these applications as the staff members had a mix of young and older employees. Even though the university made significant advances to provide teachers with training, they still faced difficulties while adapting to the new platform with new demands arising as and when exams were being conducted and later submitted for correction as PDF files because most individuals were unaware of how to use these options, having to complete the task mandatorily made it time-consuming and lethargic. These challenges were not restricted to educators alone, some students also faced problems to catch up with the latest technology, as they did not have enough training and exposure, or they simply did not have adequate hardware and computers to run these programs (Mallick, 2021). 4.2.6 Issues faced by teachers The most significant challenge that school teachers face while taking classes online is adapting to the new platform. Teachers dispersed in the United Kingdom consist of young individuals and older employees. At the beginning of the pandemic, teachers found it very difficult to use applications and tools such as the whiteboard screen sharing and video playback, which led to significant delays in class. Teachers did not recieve enough training and felt it was rushed because schools had to start with online teaching so that the syllabus could be completed in the academic year and set it on track. Teachers also expressed concerns regarding the creation of new content and engaging students using innovative material such as PPTs and videos, but did not have enough time due to the already unbearing workload. Using physical objects in class and allowing students to engage with these learning tools was not an option anymore. This was relevant for both high school teachers and elementary school teachers. The overall engagement with students reduced significantly as many would not turn on the cameras despite repeated requests and always had the option of leaving the class without giving prior notice (Castelli and Sarvary, 2021). University professors faced similar problems as the minimum criteria for attendance seem to be the only reason students logged in to their classes. 5.1 Recommendations The Ed-Tech market in the United Kingdom has grown exponentially with the popularization of e-learning management systems and tools since the covid-19 pandemic. This profound growth in demand is a good indicator that organizations need to immediately capitalize on the culture and expand operations by introducing new interactive courses and increasing the learning of participants. These courses have a greater ability to connect with students as they provide one on one experience and have better rates of adoption (Kaur et al., 2020). As it can be identified in the research students, complain about the inability of teachers to give attention to them on a personal level and solve all their queries. Hence it is recommended that Ed-Tech companies follow this structure and divide classrooms into smaller segments so that the proportion of educator’s to learners decreases and more individuals are able to benefit from A personally created course that highlights core concepts and tackles challenges (Mallick, 2021). It is observed from the research that educators are concerned about the prevalence of e-learning management systems and content available on Ed-Tech websites since the material is being prepared by experts who are proficient in online web applications but do not have enough experience to complement this growth. Hiring experts in the field who can cross-check the material would be necessary to make the content legitimate and provide students with proper information without any significant complaints. Despite increasing the ability of learners to identify and retain quality content, at the same time remove any controversies regarding the material which is being provided after students subscribe to the services and pay good money for the classes (Kaur et al., 2020). Anonymity and adaptability are important criteria discussed in the research in the qualitative and quantitative primary data collection process. Creating a platform that provides the students access the ability to resources without forcing them to turn on the cameras and identifying innovative ways to allow them to participate would be to the popularity of these courses and make them famous amongst college and school students (Castelli and Sarvary, 2021). Another aspect that these courses must comply with is adaptability. Increase of Ed-Tech organizations that provide online coaching classes, the teachers must understand the speed and pace at which the learners are able to interact with the content and adhere to it. E-learning management systems have software integrated with artificial intelligence, which can better understand the kind of content which should be presented to the students and subsequently calculate the results of tests which would be pertinent to understand the adaptability of the students. These capabilities are not currently examined in most universities across the United Kingdom, which is why it is recommended that Ed-Tech organizations capitalize on these resources. Such intellectual properties are difficult to acquire but extremely lucrative in the long term (Kaur et al., 2020). Another aspect that such companies must address is the prevalence of digital infrastructure and training for the employees and the students regarding how to access this information (Tang et al., 2021). Accessing resource libraries and reading material can also be a challenge for older students who have not interacted with computers as much. Most of the software of such companies are available on the website, but a mobile application shall also be accompanied, which allows the student to analyze the results and performance at a glance along with additional information such as attendance force is left and the reading material along with lecture notes and videos (Tang et al., 2021). Creating an integrated platform over the Smartphone would help popularize the organizations and significantly increase the ability of students to participate in such activities. The promotion of such organizations must follow modern marketing techniques and use platforms like social media to promote the kind of content which the consumer should expect. Since such organizations exclusively target young individuals below the age of 35 years, this can be a lucrative avenue to advertise and gain popularity (Williamson, 2021). The organization can also benefit by reviewing the courses that universities and schools currently offer along with the concerns expressed by parents on online platforms. Identifying the issues that specific universities and schools are facing and using artificial intelligence algorithms to rectify these mistakes and provide a better understanding of the resolutions that parents might be expected can help secure a significant business and increase the clients’ database. Activities such as gamification of tasks and reviewing content based on real-life applications and examples such as videos and case study films can be a good way to bridge the gap between understanding and physical implementation of theories and ideas. Applying these techniques could be an innovative way to combat the issues students and parents are currently facing and lead to an overall developed user experience (Williamson, 2021). Continuous evaluation and service, which parents and students ask, would also be important to help to identify the factors that need to be improved. For example, developing a questionnaire that helps identify the communication gap between the students and the learners can be an effective way to implement these schemes. This will help the organization keep up with the market’s latest demands and understand the changing trends in consumer needs. Implementing these techniques will have significant implications for the organization as it would allow the students, teachers and the platform to grow and prosper (Teräs et al., 2020). Software up-gradation and up-gradation of course material must be done on a regular basis to keep up with new theories and methods in pedagogy.  Customers are becoming sensitive regarding the kind of educator’s that such organizations provide. Hence, having the right mix of expert educators and systematic individuals will help create excellent content and has good value. Having qualified professionals who are the heads of departments and oversee the operations of such Ed-Tech companies can also be disclosed to the parents or learners engaging in such services to improve the brand reputation and provide them with the comfort that experts in the industry are handling those (Teräs et al., 2020). This will also help answer the concerns regarding the quality of information and the correct content that must be taught to the class. 5.2 Conclusions The covid-19 pandemic forced education Institutions to implement online learning across the world, which helped to popularize a beneficial platform for students and teachers in many ways. The platform helps give better accessibility to the individuals involved. It also adds personal development and growth by providing an extremely personalized and curated experience, which increases the ability to retain information and participate in activities. The growth of this platform has also been significant concerns regarding privacy, enormity and ease of implementation. Concerns regarding the training of educators and adoption of the platform by students have been identified. The popularization of such platforms has also led to the growth of the uterus sector, which are smaller organizations that provide online learning material and coaching sessions that are often more interactive and personalized to the likings of the students. The e-Learning market in the United Kingdom is expected to grow by 9.94 billion dollars in the next 4 years, almost equivalent to 15.05 per cent year on year growth. This pragmatic figure leads to the question regarding the needs and concerns of parents and educators in the current scenario, which must be addressed by these organizations so that they can administer better practices that improve the learning capabilities of students and the value of the organization. The research conducted follows a mixed method which includes primary and secondary data. Secondary data was collected from journals, articles, newspapers and e-resource libraries. The primary data collection was conducted using an online questionnaire which was distributed to the participants based on a non-probabilistic sampling technique. The responses recorded are of 45 respondents, which provide both qualitative and quantitative analysis of data. The quantitative part of the questionnaire included close and questions with multiple choice answers. Summarizing the findings, it can be seen that a number of individuals expressed concerns regarding the adaptability of these platforms and the communication between the teacher and educator. Some students expressed that they were glad that learning shifted online because it helps them personally focus on extracurricular activities in other aspects for which they would not otherwise get time. However, educator’s express their concerns regarding the feasibility of online platforms and students’ sincerity while interacting in class. Most of the training given to teachers was rushed, and they did not fully grasp the different concepts essential for them to deliver classes properly. In contrast, the qualitative part of the questionnaire included open-ended questions, which allowed the participants to express their concerns and improve the value and depth of research. 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