Abstract:
The education system in Northern India has undergone a radical transformation, partly due to the growth of e-learning, which has acquired enormous momentum throughout the present pandemic. The conventional and online learning models in the field of computer science are examined in this paper. In the past, bridging educational gaps has been largely accomplished by non-transitional educational practices including part-time and distance learning, which were first developed in southern India universities. To reach remote students, creative strategies including radio broadcasts were used. On the other hand, the northern state of Rajasthan pioneered the idea of open universities with a purpose of raising literacy rates without onerous requirements. Accredited courses are introduced as a result of the fast computerization of Indian companies and growing demand of qualified computer specialists.
A change from radio to television broadcasts for lectures, notably in computer literacy, was also seen during this period of transition. Traditional, closed learning environments with set schedules have transformed into open, web-based environments that provide students with unmatched flexibility. This study examines the effects of online learning on employability and knowledge enhancement in Northern India while taking into account variables like age, locality, and educational background. In general, e-learning has transformed education in Northern India, overcoming regional limitations and giving a wide range of learner’s access to high-quality instruction in the digital age.
