Добірка наукової літератури з теми "INDIAN EDTECH SECTOR"

Abstract: The Covid19 pandemic has made a huge impact on the ecommerce industry. The industry has experienced some benefits and problems during the pandemic. People tend to buy more items online as it can be more secure when it comes to the spread of disease. The repocommerce industry is having an increased sales growth. Many methods and techniques are being used by the e rts are saying that overall ecommerce industry to make Covid19 pandemic. This sup the negative impacts that happened to online business during the study is done to deeply analyse the problems and factors that are affecting the Online businesses and to know about the situations of ecommerce business in different parts of the world.The COVID-19 pandemic has had a significant impact on the Indian economy, which saw one of the largest lockdowns globally. The Indian internet economy, which was one of the most attractive markets worldwide, saw a 90% decline in April 2020, crippled by the shutdowns.1The decline was a result of steep falls in business for e-commerce and travel, the largest sectors in the internet ecosystem. However, the pandemic helped accelerate growth for segments such as hyperlocal delivery, edtech, healthtechand online payments as Indian consumers moved online to fulfil their daily needs. Despite a steep GMV fall in the initial months of the lockdown, India’s internet economy is likely to be a net beneficiary in longer run, driven by multi-fold increase in digital interactions and adoption of digital platforms. The number of first time online users has witnessed an increase across segments, along with an increase in online activity from tier 2 and tier 3 cities, which indicates a strong opportunity for enterprises and start-ups to cater to these cohorts digitally as the new normal. What is also expected to drive growth for digitally native start-ups is rising adoption by small and medium businesses in the country. Small merchants across cities are now adopting mobile channels, implementing online payments and exploring collaborations with technologydriven start-ups. Keywords: Ecommerce, Eshops, Covid19, Lockdowns, etc.

Avatars of real people inhabit the Metaverse. Some industry players have called it the ""next big bang"" for the Indian EdTech market, which is expected to reach $30 billion by 2032. Technology dominates 21st- century education, whether it’s university-based programmers, real-world technical training, or abstract concepts taught in schools and universities. In India’s education sector, researchers are still studying Augmented Reality. There are few Augmented Reality studies in education. This research evaluates and explains the impact of an Augmented Reality smartphone app on the learning passion of high school/college students. The study examines how augmented reality affects classroom motivation. Core motivation theory boosts classroom motivation. The attention, relevance, confidence, and satisfaction (ARCS) model affected how Augmented Reality was perceived and how the material was updated. This study evaluated Augmented reality smartphone apps using SEM model analysis. The study used the ARCS model to analyses Augmented Reality Education Apps, their effect on higher education, and their relationship with respect to Attention, relevance, satisfaction, and confidence are motivational variables with significant findings. The study found that using an augmented reality smartphone application would help students learn and be more motivated.

Purpose The education sector is increasingly targeted by malicious cyber incidents, resulting in huge financial losses, cancelation of classes and exams and large-scale breaches of students’ and staff’s data. This paper aims to investigate education technology (EdTech) vendors’ responsibility for this cyber (in)security challenge, with a particular focus on EdTech in India as a case study. Design/methodology/approach Theoretically, building on the security economics literature, the paper establishes a link between the dynamics of the EdTech market and the education sector’s cyber insecurities and investigates the various economic barriers that stand in the way of improving EdTech vendors’ security practices. Empirically, the paper analyses publicly reported cyber incidents targeting the Indian education sector and EdTech companies in the past 10 years as published in newspapers, using the LexisNexis database. It also examines existing EdTech procurement challenges in India and elsewhere and develops a number of policy recommendations to address the misaligned incentives and information asymmetries between EdTech vendors and educational institutions. Findings Market forces alone cannot create sufficient incentives for EdTech vendors to prioritise security in product design. Considering the infant stage of the EdTech industry, the lack of evidence about the efficacy of EdTech tools, the fragmentation in the EdTech market and the peculiarities of educational institutions as end-users, a regulatorily and policy intervention is needed to secure education through procurement processes. Originality/value This paper introduces a novel exploration to the cybersecurity challenge in the education sector, an area of research and policy analysis that remains largely understudied. By adding a cybersecurity angle, the paper also contributes to the literature using a political economy approach in scrutinising EdTech.

Purpose The education sector is increasingly targeted by malicious cyber incidents, resulting in huge financial losses, cancelation of classes and exams and large-scale breaches of students’ and staff’s data. This paper aims to investigate education technology (EdTech) vendors’ responsibility for this cyber (in)security challenge, with a particular focus on EdTech in India as a case study. Design/methodology/approach Theoretically, building on the security economics literature, the paper establishes a link between the dynamics of the EdTech market and the education sector’s cyber insecurities and investigates the various economic barriers that stand in the way of improving EdTech vendors’ security practices. Empirically, the paper analyses publicly reported cyber incidents targeting the Indian education sector and EdTech companies in the past 10 years as published in newspapers, using the LexisNexis database. It also examines existing EdTech procurement challenges in India and elsewhere and develops a number of policy recommendations to address the misaligned incentives and information asymmetries between EdTech vendors and educational institutions. Findings Market forces alone cannot create sufficient incentives for EdTech vendors to prioritise security in product design. Considering the infant stage of the EdTech industry, the lack of evidence about the efficacy of EdTech tools, the fragmentation in the EdTech market and the peculiarities of educational institutions as end-users, a regulatorily and policy intervention is needed to secure education through procurement processes. Originality/value This paper introduces a novel exploration to the cybersecurity challenge in the education sector, an area of research and policy analysis that remains largely understudied. By adding a cybersecurity angle, the paper also contributes to the literature using a political economy approach in scrutinising EdTech.

India's education sector is one of the largest in the world, with over 260 million students enrolled in more than a million schools and universities. The country's education system is facing several challenges, including low levels of learning outcomes, inadequate infrastructure, and a shortage of skilled teachers. In recent years, the EdTech industry has emerged as a potential solution to these challenges, providing students with access to quality education and personalized learning experiences. This case study explores the revolutionary growth and challenges faced by the EdTech industry in India.

Technology has affected our lives deeply and has drastically impacted every sector of business. The education sector is also no exception to this. In this post pandemic world, the rise of Edtech has been phenomenal and in fact Covid-19 actually gave a boost to online platforms such as Zoom and Google Meet and various other such technologies. We have even seen the rise of edutech giants like BYJU’s, UNACADEMY and UPGRAD also in the latest past. Artificial Intelligence and Virtual Reality are also a part of various business processes in both manufacturing and service sectors. Hence it becomes imperative for educational Institutions to adopt these technologies as part of their pedagogy for the benefit of students. Management Education also needs to evolve and integrate these technologies in their curriculum to ensure that students are updated on these platforms and perform accordingly. This paper tries to examine the various technologies adopted by B-Schools all across the globe and their impact on students. The study also aims at exploring as to how these technologies can be used in the Indian context to benefit students.

Purpose In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India. Design/methodology/approach Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data. Findings The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments. Practical implications The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future. Originality/value Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

The widespread and growing use of digital technology is reshaping the teaching-learning process in India. Covid-19 pandemic accelerated such online learning and gave birth to several Education Technology (EdTech) start-ups in India and across the globe. Due to the Covid-19 pandemic, the forced online has created a digital divide in developing countries like India. The digital divide is not restricted to developing countries but also some developed countries. EdTech companies promise cost-saving, flexible and a personal learning experience (LeX). It is also scalable to reach the unreached population of the country to improve the gross enrollment ratio (GER). These Edtech companies have existed for close to two decades and promised a great future in the education space. The sudden growth of EdTech companies in India also tapped learners' skilling and up-skilling or learning new skills while still enrolling with the colleges and university institutions. As per the funding pattern, India is the most preferred country for Edtech funding by foreign investors. The Government of India has been giving a digital push in the education sector through its various regulatory agencies, fueling growth for Edtech companies in India. The present study evaluates the changing nature of the education ecosystem because of the unexpected impetus of EdTech start-ups in India. The study also explores the potential growth opportunities and sustainability of the Edtech start-ups in India.

One of the major features of technology in Education sector is to increase the level of education delivery in educational institute. Technology in education sector can be powerful tool for enhancing the relationship between educators and student, reconsider traditional ways of learning and shrinking the long established educational gaps and create a long lasting learning experience. Ours Schools, Universities or tuition centers or any educational institute should be hub of exploring new methods and technologies to enhance the quality of education .Educators or teachers should constantly be learning new skills to enhance their quality of education. Educators should be creating learning environment that provide students right tools and support for all learners to grow. In order to do that the stakeholders of educational institutes should join hands with technology. These stakeholders are leaders, teachers, faculty, Investors, researchers, policymakers, organization and Ed-tech startups. .Implementing technology in education system which will we have the quality of education in India should be major goal of the stakeholders specials leaders.

One of the major features of technology in Education sector is to increase the level of education delivery in educational institute. Technology in education sector can be powerful tool for enhancing the relationship between educators and student, reconsider traditional ways of learning and shrinking the long established educational gaps and create a long lasting learning experience. Ours Schools, Universities or tuition centers or any educational institute should be hub of exploring new methods and technologies to enhance the quality of education .Educators or teachers should constantly be learning new skills to enhance their quality of education. Educators should be creating learning environment that provide students right tools and support for all learners to grow. In order to do that the stakeholders of educational institutes should join hands with technology. These stakeholders are leaders, teachers, faculty, Investors, researchers, policymakers, organization and Ed-tech startups. .Implementing technology in education system which will we have the quality of education in India should be major goal of the stakeholders specials leaders. A global pandemic made digitization a necessity for almost every organization out there which made them realize how technology can be beneficial in education delivery .Almost every education institute is currently using have adopted for some online technologies. This research work is specially focused on benefits of innovation in education, various Ed-tech start-ups that grew in recent years and its necessity of Ed-tech in education system. Keywords: EdTech – Educational Technology,K-5 To K-12 – Class – 5 To Class – 12,IoT – Internet of Things,AI – Artificial Intelligence,FY – Financial Year, App – Application,B2B – Business to Business,B2C – Business to Customer or Business to Consumer,C2C – Customer to Customer or Consumer to Consumer,UGC – University Grant Commission

Technology . . . . . . . . . .in . . . . . education . . . . . (Ed . . . . .Tech) . . . . . . . . . .is . . . . . changing . . . . . . . . . .rapidly. . . . . .But . . . . .many . . . . .sectors . . . . .of1the . . . . .economy . . . . .have . . . . .become . . . . .more . . . . .digital . . . . .without . . . . .significant . . . . .restructuring . . . . .in . . . . .how . . . . .the . . . . . . . . . .market . . . . . . . . . .is . . . . . . . . . .organized . . . . . . . . . .or . . . . . . . . . .what . . . . . . . . . .outcomes . . . . . . . . . .the . . . . .sector . . . . . achieves. . . . . .Separating . . . . .hype . . . . .from . . . . .substance . . . . .is . . . . .critical . . . . .some . . . . .basic . . . . .economic . . . . .principles . . . . .help . . . . . . . . . .us . . . . . . . . . .do . . . . . . . . . .that. . . . . . . . . . .A . . . . . . . . . .key . . . . . . . . . .idea . . . . . . . . . .of1this . . . . . . . . . .article . . . . . . . . . .is . . . . . . . . . .that . . . . .in . . . . .education, . . . . .technology . . . . .changes . . . . .like . . . . .digitization . . . . .are . . . . .likely . . . . . . . . . .to . . . . . . . . . .be . . . . .disruptive . . . . .when . . . . .they . . . . .change . . . . .the . . . . .SSSS“product” . . . . .and . . . . .are . . . . .unlikely . . . . .to . . . . . . . . . .be . . . . . . . . . .if . . . . .they . . . . .don’t. . . . . .By . . . . .changing . . . . .the . . . . .product, . . . . .I . . . . .mean . . . . .change . . . . .in . . . . .how. . . . .education . . . . .itself1is . . . . . structured. . . . . .Digitization . . . . .without . . . . .product . . . . .change . . . . .is . . . . .often . . . . .more . . . . .about . . . . .distribution . . . . .through . . . . .a . . . . .new . . . . . channel. My . . . . .focus . . . . . . . . . .is . . . . . . . . . .on . . . . . . . . . .the . . . . . higher . . . . . end, currently . . . . .rather . . . . .expensive-to develop . . . . .areas . . . . . . . . . .of . . . . . Ed . . . . . Tech. . . . . .Perhaps . . . . .the . . . . .simplest . . . . .example . . . . .is . . . . .synchronous . . . . .delivery . . . . .of . . . . .five . . . . .content . . . . .with . . . . .two-way . . . . .interactivity . . . . .(e.g., . . . . .an . . . . .online . . . . .case . . . . .discussion . . . . .in . . . . .a . . . . .business . . . . .school). . . . .Many . . . . .of1these . . . . . . . . . .developments . . . . . . . . . .are . . . . . . . . . .helping . . . . . . . . . .us . . . . . . . . . .rethink . . . . . . . . . .how . . . . . . . . . .best . . . . . . . . . .to . . . . .support . . . . . . . . . .how . . . . . students . . . . . . . . . .learn. . . . . .In . . . . .contrast, . . . . .this . . . . .article . . . . .is . . . . .not . . . . .principally . . . . .concerned . . . . . . . . . .with . . . . . . . . . .Massive . . . . . . . . . .Open . . . . . . . . . .Online . . . . . Courses . . . . . . . . . .(MOOCs). . . . . .MOOCs . . . . .are.important . . . . .for . . . . .democratizing . . . . .certain . . . . .elements . . . . .of1education—that . . . . .is, . . . . .they . . . . .currently . . . . .represent . . . . .a . . . . .different . . . . .distribution . . . . .channel—and . . . . .for . . . . .sorting . . . . .individuals . . . . .into . . . . .different . . . . .educational . . . . .pathways—for . . . . .example, . . . . .by . . . . .identifying . . . . . talent. But . . . . .they . . . . .are . . . . .not . . . . .in . . . . .themselves . . . . .significant . . . . .changes . . . . .in . . . . .the . . . . .education . . . . .product. . . . . .This . . . . .helps . . . . . . . . . .explain . . . . . . . . . .the . . . . . . . . . .market’s . . . . . . . . . .transition . . . . . . . . . .from . . . . . . . . . .infatuation . . . . . . . . . .with . . . . .MOOCs . . . . .just . . . . .a . . . . .few . . . . .years . . . . .ago . . . . .to . . . . .the . . . . .more . . . . .realistic . . . . . . . . . .expectations . . . . . . . . . .of . . . . .them . . . . . currently. . . . . .Ed . . . . .Tech . . . . .is . . . . .already . . . . .changing . . . . .the . . . . .education . . . . .product. . . . . .Therein . . . . .lies . . . . .its . . . . .dis- . . . . .ruptive . . . . . . . . . .potential. . . . . .The . . . . .eight . . . . . . . . . .product change . . . . . . . . . .examples . . . . . . . . . .outlined . . . . . . . . . .above . . . . .are . . . . .all . . . . .at . . . . .varying . . . . .degrees . . . . .of1execution,and . . . . .all . . . . .have . . . . .plenty . . . . .of1room . . . .for . . . . .further . . . . . development. . . . . .Together, . . . . .they . . . . .point . . . . .to . . . . .a . . . . .dynamic . . . . .that . . . . .is.unmistakably . . . . .different . . . . .than . . . . .any . . . . .in . . . . .education . . . . .during . . . . .our . . . . .lifetimes. . . . . .For . . . . .example, . . . . .when . . . . .learning . . . . . . . . . .engines . . . . . . . . . .allow . . . . . . . . . .a . . . . . . . . . .tenth . . . . . . . . . .grader . . . . . . . . . .to . . . . . . . . . .feed . . . . . . . . . .in . . . . . . . . . .an . . . . .essay . . . . . . . . . .draft . . . . . . . . . .and . . . . . get . . . . . instant, . . . . .substantive . . . . .feedback . . . . .on . . . . .the . . . . .depth . . . . .of1the . . . . .thesis . . . . . statement, . . . . .the . . . . .intellectual . . . . .coherence . . . . .of1paragraphs, . . . . .and . . . . .the . . . . .degree . . . . .to . . . . . . . . . .which . . . . . . . . . .the essay . . . . . . . . . .is . . . . . . . . . .compelling, . . . . . . . . . .we . . . . . . . . . .will . . . . . . . . . .all . . . . . . . . . .be . . . . . . . . . .learning . . . . .ng . . . . . . . . . .to . . . . . . . . . .write . . . . . . . . . .in . . . . . a . . . . . radically . . . . .different . . . . . way. . . . . .We . . . . . . . . . .are . . . . . not . . . . . there . . . . .yet.. . . .But . . . . .in . . . . .ten . . . . .years? The . . . . .learning . . . . .networks . . . . .that . . . . .will . . . . .result . . . . . . . . . .from . . . . . . . . . .this . . . . . . . . . .trans . . . . .ition . . . . .to . . . . .a . . . . .more . . . . .durable . . . . .form . . . . .of . . . . .information . . . . .good . . . . .will . . . . .shape . . . . .education’s . . . . .future, . . . . . . . . . .including . . . . . . . . . .putting . . . . .economic . . . . .pressure . . . . .on . . . . .institutions . . . . . . . . . .that . . . . . . . . . .are . . . . . . . . . .dependent . . . . . . . . . .on . . . . . . . . . .local . . . . . . . . . .geography. . . . . .Technology . . . . .plays . . . . .a . . . . .very . . . . .important . . . . .role . . . . .in . . . . .the . . . . .ed . . . . .tech . . . . .sector. . . . . .The . . . . .ed . . . . .tech . . . . .sector . . . . .has . . . . .evolved . . . . .from . . . . .the . . . . .basics . . . . .to . . . . .augmentation . . . . .of . . . . .reality. . . . . .This . . . . .research . . . . .paper . . . . .gives . . . . .emphasis . . . . .on . . . . .the . . . . .multi-facet . . . . .analysis . . . . .of . . . . .the . . . . .ed . . . . .tech . . . . .sector . . . . .including . . . . .the . . . . .Product . . . . .analysis . . . . .and . . . . .Comparative . . . . .research, . . . . .Customer . . . . .need . . . . .analysis . . . . .as . . . . .well . . . . .as . . . . .the . . . . .perception . . . . .analysis. . . . . .The . . . . .paper . . . . .also . . . . .makes . . . . .use . . . . .of . . . . .ANOVA . . . . .and . . . . .Regression . . . . .Model . . . . .to . . . . .study . . . . .the . . . . .inter-relatedness . . . . .of . . . . .factors . . . . .that . . . . .govern . . . . .the . . . . .ed . . . . .tech . . . . .sector. . . . . .The . . . . .important . . . . .conclusions . . . . .drawn . . . . .in . . . . .the . . . . .research . . . . .include . . . . .the . . . . .need . . . . .of . . . . .a . . . . .learning . . . . .app . . . . .for . . . . .teachers . . . . .in . . . . .order . . . . .to . . . . .ease . . . . .the . . . . .workload . . . . .as . . . . .well . . . . .as . . . . .to . . . . .set . . . . .up . . . . .the . . . . .price, . . . . .content . . . . .of . . . . .curriculum . . . . .and . . . . .teaching . . . . .methodology . . . . .in . . . . .life . . . . .with . . . . .customer . . . . .expectations . . . . .as . . . . .expressed . . . . .in . . . . .their . . . . .responses . . . . .to . . . . .increase . . . . .profitability

The chapter presents a comparative analysis of the emergence of EdTech companies in South Asia and discovers the motivating factors behind it. It has a global perspective regarding scope of EdTech and then a specific perspective according to South Asian countries. As all the countries in this region fall under developing nations, it is interesting to see how these countries are embracing the education technology, what is the scope of expansion in EdTech sector, what are the encouraging and limiting factors that are promoting or restricting the growth of EdTech in this region. An exploratory and qualitative approach is opted to collect and analyze data related to EdTech growth in South Asia. The findings suggest that, barring India, no other South Asian country has a stable EdTech market. The availability of high-speed internet connectivity, younger population, affordability are the factors that work in favor of India whereas poor digital infrastructure, credibility issues, affordability, and poor student engagement are the reasons for slow EdTech penetration in rest of the countries.

Narrative technology has been a prominent feature in educational value creation. Rapid penetration of internet and better digital infrastructure resulted in adoption of emerging technologies in education sector. As business of EdTech platforms soared up, the purpose of this research was to understand the impact of emerging technologies like big data analytics, cloud-based technologies, blockchain, machine learning, artificial intelligence, augmented reality, and virtual reality on various stages of EdTech value chain. This involved content creation, content distribution, and learning plus management system. A secondary data base case study analysis was carried out of EdTech firms in India. The value factors such as cost, accessibility, ease of use, and updated content came out as main attributes impacting acceptance of EdTech platforms. The mentioned emerging technologies impacted the content creation, delivery, evaluation, and feedback stages which resulted in improved performance across these value factors with lesser associated total costs.

This chapter provides insights into the relationship between private EdTech platforms and the nature of employment they generate from the perspective of the firm. What does a firm look for in a tutor when they bring them on to do platform-mediated educational services? In the same vein, the chapter explores the nature of employment in the educational sector in India and its overlaps and relationships to precarious work, wages, expectations, and skilling. These two threads are tied together to project and predict whether EdTech is building gig economy work like in food delivery or mobility services.

The Edtech sector has grown with the emergence of new ventures at all levels of education and training. A number of experiments are carried out in this domain across the globe. Artificial intelligence is instrumental in helping institutions to engage students, provide personalised learning, and stay profitable. The chapter provides information about prevalent models being used for instruction design. It also includes examples of best practices of using technology in learning across the globe. Case studies of Yuanfudao (China), Embibe (India), Ruangguru (Indonesia), Tonies (Germany), Virti (UK), Examity (USA), and Packback (USA) are part of this chapter.