\documentclass[11pt,twoside]{article}\makeatletter

\IfFileExists{xcolor.sty}%
  {\RequirePackage{xcolor}}%
  {\RequirePackage{color}}
\usepackage{colortbl}
\usepackage{wrapfig}
\usepackage{ifxetex}
\ifxetex
  \usepackage{fontspec}
  \usepackage{xunicode}
  \catcode`⃥=\active \def⃥{\textbackslash}
  \catcode`❴=\active \def❴{\{}
  \catcode`❵=\active \def❵{\}}
  \def\textJapanese{\fontspec{Noto Sans CJK JP}}
  \def\textChinese{\fontspec{Noto Sans CJK SC}}
  \def\textKorean{\fontspec{Noto Sans CJK KR}}
  \setmonofont{DejaVu Sans Mono}
  
\else
  \IfFileExists{utf8x.def}%
   {\usepackage[utf8x]{inputenc}
      \PrerenderUnicode{–}
    }%
   {\usepackage[utf8]{inputenc}}
  \usepackage[english]{babel}
  \usepackage[T1]{fontenc}
  \usepackage{float}
  \usepackage[]{ucs}
  \uc@dclc{8421}{default}{\textbackslash }
  \uc@dclc{10100}{default}{\{}
  \uc@dclc{10101}{default}{\}}
  \uc@dclc{8491}{default}{\AA{}}
  \uc@dclc{8239}{default}{\,}
  \uc@dclc{20154}{default}{ }
  \uc@dclc{10148}{default}{>}
  \def\textschwa{\rotatebox{-90}{e}}
  \def\textJapanese{}
  \def\textChinese{}
  \IfFileExists{tipa.sty}{\usepackage{tipa}}{}
\fi
\def\exampleFont{\ttfamily\small}
\DeclareTextSymbol{\textpi}{OML}{25}
\usepackage{relsize}
\RequirePackage{array}
\def\@testpach{\@chclass
 \ifnum \@lastchclass=6 \@ne \@chnum \@ne \else
  \ifnum \@lastchclass=7 5 \else
   \ifnum \@lastchclass=8 \tw@ \else
    \ifnum \@lastchclass=9 \thr@@
   \else \z@
   \ifnum \@lastchclass = 10 \else
   \edef\@nextchar{\expandafter\string\@nextchar}%
   \@chnum
   \if \@nextchar c\z@ \else
    \if \@nextchar l\@ne \else
     \if \@nextchar r\tw@ \else
   \z@ \@chclass
   \if\@nextchar |\@ne \else
    \if \@nextchar !6 \else
     \if \@nextchar @7 \else
      \if \@nextchar (8 \else
       \if \@nextchar )9 \else
  10
  \@chnum
  \if \@nextchar m\thr@@\else
   \if \@nextchar p4 \else
    \if \@nextchar b5 \else
   \z@ \@chclass \z@ \@preamerr \z@ \fi \fi \fi \fi
   \fi \fi  \fi  \fi  \fi  \fi  \fi \fi \fi \fi \fi \fi}
\gdef\arraybackslash{\let\\=\@arraycr}
\def\@textsubscript#1{{\m@th\ensuremath{_{\mbox{\fontsize\sf@size\z@#1}}}}}
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\def\abbr{}
\def\corr{}
\def\expan{}
\def\gap{}
\def\orig{}
\def\reg{}
\def\ref{}
\def\sic{}
\def\persName{}\def\name{}
\def\placeName{}
\def\orgName{}
\def\textcal#1{{\fontspec{Lucida Calligraphy}#1}}
\def\textgothic#1{{\fontspec{Lucida Blackletter}#1}}
\def\textlarge#1{{\large #1}}
\def\textoverbar#1{\ensuremath{\overline{#1}}}
\def\textquoted#1{‘#1’}
\def\textsmall#1{{\small #1}}
\def\textsubscript#1{\@textsubscript{\selectfont#1}}
\def\textxi{\ensuremath{\xi}}
\def\titlem{\itshape}
\newenvironment{biblfree}{}{\ifvmode\par\fi }
\newenvironment{bibl}{}{}
\newenvironment{byline}{\vskip6pt\itshape\fontsize{16pt}{18pt}\selectfont}{\par }
\newenvironment{citbibl}{}{\ifvmode\par\fi }
\newenvironment{docAuthor}{\ifvmode\vskip4pt\fontsize{16pt}{18pt}\selectfont\fi\itshape}{\ifvmode\par\fi }
\newenvironment{docDate}{}{\ifvmode\par\fi }
\newenvironment{docImprint}{\vskip 6pt}{\ifvmode\par\fi }
\newenvironment{docTitle}{\vskip6pt\bfseries\fontsize{22pt}{25pt}\selectfont}{\par }
\newenvironment{msHead}{\vskip 6pt}{\par}
\newenvironment{msItem}{\vskip 6pt}{\par}
\newenvironment{rubric}{}{}
\newenvironment{titlePart}{}{\par }

\newcolumntype{L}[1]{){\raggedright\arraybackslash}p{#1}}
\newcolumntype{C}[1]{){\centering\arraybackslash}p{#1}}
\newcolumntype{R}[1]{){\raggedleft\arraybackslash}p{#1}}
\newcolumntype{P}[1]{){\arraybackslash}p{#1}}
\newcolumntype{B}[1]{){\arraybackslash}b{#1}}
\newcolumntype{M}[1]{){\arraybackslash}m{#1}}
\definecolor{label}{gray}{0.75}
\def\unusedattribute#1{\sout{\textcolor{label}{#1}}}
\DeclareRobustCommand*{\xref}{\hyper@normalise\xref@}
\def\xref@#1#2{\hyper@linkurl{#2}{#1}}
\begingroup
\catcode`\_=\active
\gdef_#1{\ensuremath{\sb{\mathrm{#1}}}}
\endgroup
\mathcode`\_=\string"8000
\catcode`\_=12\relax

\usepackage[a4paper,twoside,lmargin=1in,rmargin=1in,tmargin=1in,bmargin=1in,marginparwidth=0.75in]{geometry}
\usepackage{framed}

\definecolor{shadecolor}{gray}{0.95}
\usepackage{longtable}
\usepackage[normalem]{ulem}
\usepackage{fancyvrb}
\usepackage{fancyhdr}
\usepackage{graphicx}
\usepackage{marginnote}

\renewcommand{\@cite}[1]{#1}


\renewcommand*{\marginfont}{\itshape\footnotesize}

\def\Gin@extensions{.pdf,.png,.jpg,.mps,.tif}

  \pagestyle{fancy}

\usepackage[pdftitle={Analysis of Views of Undergraduate Students towards Online and Offline Mode of Teaching, Learning and Examination},
 pdfauthor={}]{hyperref}
\hyperbaseurl{}

	 \paperwidth210mm
	 \paperheight297mm
              
\def\@pnumwidth{1.55em}
\def\@tocrmarg {2.55em}
\def\@dotsep{4.5}
\setcounter{tocdepth}{3}
\clubpenalty=8000
\emergencystretch 3em
\hbadness=4000
\hyphenpenalty=400
\pretolerance=750
\tolerance=2000
\vbadness=4000
\widowpenalty=10000

\renewcommand\section{\@startsection {section}{1}{\z@}%
     {-1.75ex \@plus -0.5ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large\bfseries}}
\renewcommand\subsection{\@startsection{subsection}{2}{\z@}%
     {-1.75ex\@plus -0.5ex \@minus- .2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\Large}}
\renewcommand\subsubsection{\@startsection{subsubsection}{3}{\z@}%
     {-1.5ex\@plus -0.35ex \@minus -.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\large}}
\renewcommand\paragraph{\@startsection{paragraph}{4}{\z@}%
     {-1ex \@plus-0.35ex \@minus -0.2ex}%
     {0.5ex \@plus .2ex}%
     {\reset@font\normalsize}}
\renewcommand\subparagraph{\@startsection{subparagraph}{5}{\parindent}%
     {1.5ex \@plus1ex \@minus .2ex}%
     {-1em}%
     {\reset@font\normalsize\bfseries}}


\def\l@section#1#2{\addpenalty{\@secpenalty} \addvspace{1.0em plus 1pt}
 \@tempdima 1.5em \begingroup
 \parindent \z@ \rightskip \@pnumwidth 
 \parfillskip -\@pnumwidth 
 \bfseries \leavevmode #1\hfil \hbox to\@pnumwidth{\hss #2}\par
 \endgroup}
\def\l@subsection{\@dottedtocline{2}{1.5em}{2.3em}}
\def\l@subsubsection{\@dottedtocline{3}{3.8em}{3.2em}}
\def\l@paragraph{\@dottedtocline{4}{7.0em}{4.1em}}
\def\l@subparagraph{\@dottedtocline{5}{10em}{5em}}
\@ifundefined{c@section}{\newcounter{section}}{}
\@ifundefined{c@chapter}{\newcounter{chapter}}{}
\newif\if@mainmatter 
\@mainmattertrue
\def\chaptername{Chapter}
\def\frontmatter{%
  \pagenumbering{roman}
  \def\thechapter{\@roman\c@chapter}
  \def\theHchapter{\roman{chapter}}
  \def\thesection{\@roman\c@section}
  \def\theHsection{\roman{section}}
  \def\@chapapp{}%
}
\def\mainmatter{%
  \cleardoublepage
  \def\thechapter{\@arabic\c@chapter}
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \pagenumbering{arabic}
  \setcounter{secnumdepth}{6}
  \def\@chapapp{\chaptername}%
  \def\theHchapter{\arabic{chapter}}
  \def\thesection{\@arabic\c@section}
  \def\theHsection{\arabic{section}}
}
\def\backmatter{%
  \cleardoublepage
  \setcounter{chapter}{0}
  \setcounter{section}{0}
  \setcounter{secnumdepth}{2}
  \def\@chapapp{\appendixname}%
  \def\thechapter{\@Alph\c@chapter}
  \def\theHchapter{\Alph{chapter}}
  \appendix
}
\newenvironment{bibitemlist}[1]{%
   \list{\@biblabel{\@arabic\c@enumiv}}%
       {\settowidth\labelwidth{\@biblabel{#1}}%
        \leftmargin\labelwidth
        \advance\leftmargin\labelsep
        \@openbib@code
        \usecounter{enumiv}%
        \let\p@enumiv\@empty
        \renewcommand\theenumiv{\@arabic\c@enumiv}%
	}%
  \sloppy
  \clubpenalty4000
  \@clubpenalty \clubpenalty
  \widowpenalty4000%
  \sfcode`\.\@m}%
  {\def\@noitemerr
    {\@latex@warning{Empty `bibitemlist' environment}}%
    \endlist}

\def\tableofcontents{\section*{\contentsname}\@starttoc{toc}}
\parskip0pt
\parindent1em
\def\Panel#1#2#3#4{\multicolumn{#3}{){\columncolor{#2}}#4}{#1}}
\newenvironment{reflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemsep}{0pt}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\itshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{sansreflist}{%
  \begin{raggedright}\begin{list}{}
  {%
   \setlength{\topsep}{0pt}%
   \setlength{\rightmargin}{0.25in}%
   \setlength{\itemindent}{0pt}%
   \setlength{\parskip}{0pt}%
   \setlength{\itemsep}{0pt}%
   \setlength{\parsep}{2pt}%
   \def\makelabel##1{\upshape ##1}}%
  }
  {\end{list}\end{raggedright}}
\newenvironment{specHead}[2]%
 {\vspace{20pt}\hrule\vspace{10pt}%
  \phantomsection\label{#1}\markright{#2}%

  \pdfbookmark[2]{#2}{#1}%
  \hspace{-0.75in}{\bfseries\fontsize{16pt}{18pt}\selectfont#2}%
  }{}
      \def\TheFullDate{2021-10-15 (revised: 15 October 2021)}
\def\TheID{10.34257/GJHSSGVOL21IS5PG51\makeatother }
\def\TheDate{2021-10-15}
\title{Analysis of Views of Undergraduate Students towards Online and Offline Mode of Teaching, Learning and Examination}
\author{}\makeatletter 
\makeatletter
\newcommand*{\cleartoleftpage}{%
  \clearpage
    \if@twoside
    \ifodd\c@page
      \hbox{}\newpage
      \if@twocolumn
        \hbox{}\newpage
      \fi
    \fi
  \fi
}
\makeatother
\makeatletter
\thispagestyle{empty}
\markright{\@title}\markboth{\@title}{\@author}
\renewcommand\small{\@setfontsize\small{9pt}{11pt}\abovedisplayskip 8.5\p@ plus3\p@ minus4\p@
\belowdisplayskip \abovedisplayskip
\abovedisplayshortskip \z@ plus2\p@
\belowdisplayshortskip 4\p@ plus2\p@ minus2\p@
\def\@listi{\leftmargin\leftmargini
               \topsep 2\p@ plus1\p@ minus1\p@
               \parsep 2\p@ plus\p@ minus\p@
               \itemsep 1pt}
}
\makeatother
\fvset{frame=single,numberblanklines=false,xleftmargin=5mm,xrightmargin=5mm}
\fancyhf{} 
\setlength{\headheight}{14pt}
\fancyhead[LE]{\bfseries\leftmark} 
\fancyhead[RO]{\bfseries\rightmark} 
\fancyfoot[RO]{}
\fancyfoot[CO]{\thepage}
\fancyfoot[LO]{\TheID}
\fancyfoot[LE]{}
\fancyfoot[CE]{\thepage}
\fancyfoot[RE]{\TheID}
\hypersetup{citebordercolor=0.75 0.75 0.75,linkbordercolor=0.75 0.75 0.75,urlbordercolor=0.75 0.75 0.75,bookmarksnumbered=true}
\fancypagestyle{plain}{\fancyhead{}\renewcommand{\headrulewidth}{0pt}}

\date{}
\usepackage{authblk}

\providecommand{\keywords}[1]
{
\footnotesize
  \textbf{\textit{Index terms---}} #1
}

\usepackage{graphicx,xcolor}
\definecolor{GJBlue}{HTML}{273B81}
\definecolor{GJLightBlue}{HTML}{0A9DD9}
\definecolor{GJMediumGrey}{HTML}{6D6E70}
\definecolor{GJLightGrey}{HTML}{929497} 

\renewenvironment{abstract}{%
   \setlength{\parindent}{0pt}\raggedright
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
   \textcolor{GJBlue}{\large\bfseries\abstractname\space}
}{%   
   \vskip8pt
   \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}}
   \vskip16pt
}

\usepackage[absolute,overlay]{textpos}

\makeatother 
      \usepackage{lineno}
      \linenumbers
      
\begin{document}

             \author[1]{Dr. Kangki  Megu}

             \author[2]{Dr. Sukanta Kumar  Pradhan}

             \author[3]{Dr. Tage  Yama}

             \affil[1]{  Indira Gandhi Govt College}

\renewcommand\Authands{ and }

\date{\small \em Received: 8 September 2021 Accepted: 5 October 2021 Published: 15 October 2021}

\maketitle


\begin{abstract}
        


The COVID-19 pandemic has set new challenges before the world in all areas including, education, and India is not an exception. The elementary, secondary and higher education system of our country is severely affected with this deadly disease. As such, the schools, colleges and universities have suspended their offline classes throughout the country since March last week of 2020. Amidst these challenges, it has also opened up new opportunities for the teachers, educators, and technocrats, etc. to use online virtual learning strategies for imparting learning experiences to students across the world. Thus, techno-pedagogy is the need of the hour in India and especially in Higher Education. However, the nation is gradually moving towards normalcy, and offline classes have been started by some of the states. Hence, it was necessary to assess how effective online teaching, learning and evaluation in the context of offline teaching, learning and examination. The present paper highlights the views of the undergraduate students on the feasibility of online teaching, learning and examination in the state of Arunachal Pradesh.

\end{abstract}


\keywords{covid 19, online teaching, online examination, offline examination.}

\begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) 
\textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark}
\end{textblock*}

\begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) 
\textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}}
\end{textblock*}


\begin{textblock*}{10cm}(1.05cm,3cm)
{{\textit{CrossRef DOI of original article:}} \underline{10.34257/GJHSSGVOL21IS5PG51}}
\end{textblock*}\let\tabcellsep& 	 	 		 
\section[{Introduction}]{Introduction}\par
ince the very dawn of human civilization, the human race has been facing several epidemics like Cholera, Spanish flu, Plague, Swine Flu, SARS-, Ebola, and the present COVID 19. These highly infectious and contagious diseases have made life miserable, taking thousands of lives of human beings and influenced the social, economic, and educational sectors of the entire world. The Corona virus hurts the global economy and the education realm, and India is not an exception. The elementary, secondary and higher education system of our country is severely affected with this deadly disease. As such the schools, colleges and universities have suspended their classes throughout the country since March last week. According to a report of the Ministry of Human Resource Development, Government of India (AISSE, 2018) conducted a survey on higher education and observed that there are 993 universities, 39931 Colleges and 10725 Standalone Institutions listed on their portal, which contribute to education. These institutions further reflect the student density of India as the total enrolments in higher education every year are nearly 37.4 million, reflecting the expanding horizons of the education industry. The sector was seen catching pace by the passing day until Corona virus impacted the country intensely. There is a paradigm shift in the mode of delivery of education system throughout the country both urban and rural. Recently the MHRD and other Apex bodies of different education sectors have issued guidelines to go for virtual mode of teaching from the traditional face to face system of education. This calls for accommodating the changing dynamics in education system by our planners, administrators and practitioners. 
\section[{II.}]{II.} 
\section[{Origin of the Research Problem}]{Origin of the Research Problem}\par
We are living in the world of 21 st century. In every Sphere of life technology has been able to deliver tremendous power in the hands of human beings in terms of access, speed, accuracy, precision, control, manipulation and prediction. In the area of agriculture to administration technology is effectively and efficiently used by the people. Education without being an exception has been influenced by technology in terms of its contents, processes and pedagogy. In the words of Alvin Toffler "The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn". Digital education is generating new learning opportunities as students engage themselves in online digital environments and as faculties change educational practices through the use of hybrid courses, personalized instruction, new collaboration models and a wide array of innovative and engaging learning strategies. Besides, in 21st century the view of learner's success requires students to not only be thoughtful consumers of digital content, but also effective and collaborative creators of digital media, demonstrating competencies and communicating ideas through dynamic storytelling, data visualization and content creation. Technology in the classroom opens more platforms of delivery of content, introduces new experiences, and creates more opportunities for selfdiscovery. The present COVID-19 pandemic has set new challenges before the world in all areas including up new opportunities for the educators, technocrats etc to use online virtual learning strategies for imparting learning experiences to the students across the world. Thus, techno-pedagogy is the need of the hour in India and especially in Higher Education. 
\section[{III.}]{III.} 
\section[{Significance of the Study}]{Significance of the Study}\par
Arunachal Pradesh is the largest state in terms of area among the north eastern states. The COVID 19 pandemic has influenced the state's education system starting from primary to higher education with respect to its planning, mechanism of delivery and evaluation. The Department of Education, Govt. of Arunachal Pradesh is taking all measures to ensure that education especially higher education should continue amidst this pandemic by stressing on online classes, focus on online examination and evaluation etc. Till the end of July 2020 the spike in COVID 19 cases in the state is in an alarming stage. The UGC issued fresh guidelines that examination of the terminal semester students should be held and this has created confusions among the students fraternity as to how the examinations could be conducted whether offline mode or online mode.\par
Most of the students studying in colleges of Arunachal Pradesh largely live in rural sector in remote areas which is devoid of internet connectivity. Even though the country and the state have been adapting to the new-age learning, but there are ground realities that obstructs this objective of virtual learning. What still remains intact is that only 45 crore people of our total population of the country have access to the internet and thus to e-learning. The people residing in rural areas are still very much deprived of the latest advancements and therefore hampering the cause of online learning. Now, virtual classrooms are not only dependent on e-lectures but also require one to have access to the e-content and online study material, practice sheets etc. as well. And that's where we lag behind as India is not fully equipped to make education reach all corners of the nation via digital platforms or online classrooms. The students who aren't privileged like the others will be held back due to the current resort and there is no denying that. But universities and the government of India are relentlessly trying to come up with a solution to resolve this problem.\par
The 21 st century is widely acclaimed as the age of super specialization and the age of ICT. The shift from the traditional one to one and face to face mode of learning to the virtual mode of teaching, learning and evaluation is the need of the hour. The COVID 19 pandemic has compelled the educational planners and practitioners to bring changes in the content creation, mode of delivery of the contents and the process of assessing the learning outcomes by the use of technology. Therefore, we have to create adequate resources meant for successful implementation of online teaching, learning and evaluation.\par
It is being said that an optimist finds opportunity in all difficulties and a pessimist finds difficulty in every opportunities. The pressing need of online education by the central government, state government and affiliated universities cannot be sidelined completely without any valid empirical data. This calls for a detailed study of the views of the stakeholders like the students, teachers, parents etc .This will help us in knowing in exact terms and empirically the feasibility of implementation of online teaching, learning and examination. Realizing the need of the hour the authority of IGG College, Tezu thought it imperative and timely to assign the Department of Education to undertake this piece of research work to provide insights into the workability of the online mode of teaching, learning and evaluation and the issues, challenges and problems supposed to be faced by the students and to derive the probable solutions. The results of the study will provide a sound basis for Planners, Policy makers and Administrators for successful implementation of online mode of teaching, learning and examination in Arunachal Pradesh in particular and India in General.\par
IV. 
\section[{Statement of the Problem}]{Statement of the Problem}\par
Keeping in view the above considerations the present study has been entitled as "Analysis of views of undergraduate students towards online and offline mode of teaching, learning and examination". 
\section[{a) Objectives of the Study}]{a) Objectives of the Study}\par
The study was undertaken with the following objectives:\par
1. To study the overall views of the under-graduate students towards online and offline mode of teaching, learning and examination in Arunachal Pradesh. 2. To examine the views of the under-graduate students towards online and offline mode of teaching and learning in Arunachal Pradesh. 3. To examine the views of undergraduate students towards online and offline mode of examination in Arunachal Pradesh. 4. To analyze the views of students on the problems faced during online mode of teaching, learning and examination in Arunachal Pradesh. 5. To suggest and evolve suitable measures for the effective implementation of online mode of teaching, learning and examination. 
\section[{b) Hypotheses of the Study}]{b) Hypotheses of the Study}\par
In view of the objectives of the study, the following hypotheses were formulated: 1. Undergraduate students don't differ in their views towards online and offline mode of teaching and learning in Arunachal Pradesh.\par
2. Undergraduate students don't differ in their views towards online and offline mode of examination in Arunachal Pradesh. 
\section[{c) Operational Definitions of the Terms Used}]{c) Operational Definitions of the Terms Used}\par
The following terms are operationally defined in the present study. Undergraduate students: All the students who are studying in B.A, BSC and BCOM under the semester system under Rajiv Gandhi University, Itanagar, Arunachal Pradesh.\par
Online Teaching: It refers to the process of imparting teaching through virtual mode by the use of technology in the synchronous or asynchronous mode.\par
Online examination: It refers to the process of conducting examination by the use of new software where students can appear examinations online according to their own time, own device regardless of where they live.\par
V. 
\section[{Methodology and Design of the Study a) Methodology}]{Methodology and Design of the Study a) Methodology}\par
For the completion of this piece of research work the investigators adopted the Descriptive-cum-Normative Survey method of research. 
\section[{b) Population of the Study}]{b) Population of the Study}\par
All the Under-graduate students of Indira Gandhi Government College, Tezu, Arunachal Pradesh constituted the population of the study. 
\section[{i. Selection of Sample}]{i. Selection of Sample}\par
Data were Collected from a sample of 606 under-graduate students from IGG College, Tezu Arunachal Pradesh. The sample was selected by adopting stratified random sampling technique. Out of 606 undergraduate students 338 were female students and 268 were male students, 472 students were from rural area and 134 students were from urban area and 421 students were from Arts Stream, 76 were from commerce stream and 109 students were from science stream.\par
ii 
\section[{. Tools and Techniques Used}]{. Tools and Techniques Used}\par
The investigators developed and used the following tools for collecting the required data.\par
1. A self developed online questionnaire to measure the views of Under-graduate students towards online teaching, learning and examination in Arunachal Pradesh.\par
The questionnaire was developed comprising different dimensions of online teaching, learning and examination from the perspective of the students. A total number of 30 items were there out of which 29 items were closed ended and one item was open ended. 
\section[{iii. Collection of data}]{iii. Collection of data}\par
Relevant data were collected from the UG students through online mode by mailing them the questionnaire in their personal registered email address. The questionnaire was prepared using Google Forms. 
\section[{c) Scope and delimitations of the Study}]{c) Scope and delimitations of the Study}\par
The scope of the study was delimited to:\par
1. 606 Under Graduate students of Indira Gandhi Govt College, Tezu Arunachal Pradesh. 2. The variables like Sex, Academic Stream and locality. 3. One self developed online questionnaire. 
\section[{d) Analysis and Interpretation of Data}]{d) Analysis and Interpretation of Data}\par
The investigator used appropriate statistical techniques feasible for analysis and interpretation of data. The simple percentage analysis was used to analyze and interpret the data. 
\section[{a. Analysis of views of Undergraduate Students towards Online and Offline Mode of Teaching and Learning:}]{a. Analysis of views of Undergraduate Students towards Online and Offline Mode of Teaching and Learning:}\par
As it has been stated that the present study was conducted on a sizeable sample of 606 undergraduate students of different streams of Indira Gandhi Government College, Tezu, Arunachal Pradesh, one of the objectives of the present study was to study the views of undergraduate students towards online and offline mode of teaching and learning in Arunachal Pradesh. Hence, the collected data has been analyzed in the following tables:                 
\section[{b. Analysis of views of Undergraduate students Online and Offline Mode of Examination:}]{b. Analysis of views of Undergraduate students Online and Offline Mode of Examination:}\par
Since one of the objectives of the present study was to study the views of undergraduate students towards online and offline modes of examination, the collected data were analyzed under the following:           VI. 
\section[{Major Findings of the Study}]{Major Findings of the Study}\par
On the basis of the present online survey and analysis of the data, the following findings of the study are derived. 1. Nearly half of the undergraduate students (45.70\%) were aware about online learning, e-learning and virtual learning. However, more than one-fourth (28.50\%) of the undergraduate students revealed that they were unaware of online learning, e-learning and virtual learning. 2. Majority (69.10\%) of the students could not attend a single class in the last two months during the pandemic period because of poor connectivity/internet facilities. However, nearly onefourth (24.80\%) of undergraduate students had attended between 1-10 online classes. 3. Almost all the students (95.70\%) used smart phones at the time of online classes. Only a meager (3.60\%) of undergraduate students used both laptops and smart phones at the time of online classes. 4. Majority (72.60\%) of the teachers used Google Meet platform whereas a little more than one-fourth (27.20\%) of the teacher used Zoom online platform for the online classes. 5. A little less than half (43.00\%) of the teachers shred self-prepared textual materials whereas a little more than one-fourth of the teachers (26.10\%) shared online teaching learning materials to the students after the online classes. Besides, a considerable percentage (21.80\%), i.e. a little more than one-fifth of the teachers shared useful and relevant links among their students after each online classes. 6. Half (50\%) of the students felt that online teaching increased their self-learning ability. However, it is interesting to note that a high percentage of undergraduate students (40.50\%) expressed that online teaching did not increase any of the abovementioned skills and abilities amongst them. 7. Majority (61\%) of the undergraduate students felt that online teaching and learning is either least effective or not at all effective for them. However, only (30\%) of the undergraduate students revealed that it is effective for them. 8. Majority of undergraduate students (77.60\%) felt that online teaching is not better as compared to offline teaching. Only (8.00\%) of the undergraduate students said that online teaching is better than offline teaching and learning. 9. Majority (89\%) of the undergraduate students either strongly agreed or agreed on the statement that they were devoid of proper net connectivity in their habitations. Only (5\%) undergraduate students revealed that they had good net connectivity in their areas. 10. More than (80\%) of the undergraduate students were either strongly agreed or agreed on the statement that all the teachers and students are not technically efficient to carry on with online teaching and learning. However, only less than (5\%) students were not in favour of the statement.  
\section[{Implications of the Study}]{Implications of the Study}\par
The present study has implications for the Undergraduate Students, Assistant and Associate Professors at the college level, Principals, University authorities, Policy makers and State Government at large.\par
The study has implications for the students that they should develop awareness and positive attitude in receiving education through online mode of teaching and learning in the pandemic situation.\par
The study has implications for the Assistant and Associate Professors that they should adopt online teaching and learning, learn new techniques of imparting virtual learning, use of different platforms like Google meet, Zoom, Cisco webex etc and accept new changes in pedagogy during and in post Covid 19 period.\par
The Study has implications for the Principals that they should create a techno-friendly environment in the college campus, ensure minimum logistic support to the teaching staff and the students, have liaison and collaboration with district administration and higher authorities and appraise the state government and university authorities regarding the basic and emerging needs to cope up with the situation.\par
The study has implications for the University authorities and State Government that they should have a healthy rapport with the college authorities, sanction additional funds to mitigate the problems, reduce curricular load, and have interaction with all stakeholders before taking any plausible decision specially in conducting online examinations.\par
The study has implications for the Policy makers that they should evolve new strategies for the successful and smooth carry out of online mode of teaching and learning at the college level, have proper liaison with Apex bodies like the UGC, recommend the state government about the suggestions and recommendations of different stakeholders of higher education and take appropriate and feasible steps for online teaching, learning and examination. 
\section[{VIII.}]{VIII.} 
\section[{Conclusion}]{Conclusion}\par
By and large, online teaching, learning and examination are a new experience to the academia. Although this concept was practically least used before the Covid 19 outbreak throughout the world, it was used as a supplementary to the offline teaching, learning and examination during the pandemic period and continues till today. This has opened new vistas in the field of teaching and learning by providing techno-pedagogical avenues to the teachers to expedite their delivery mechanisms and go beyond the traditional face to face mode of classroom teaching. The present study revealed that online mode of teaching, learning and examination is not a viable approach as the state of Arunachal Pradesh and other Indian States don't have proper electricity and net connectivity. Besides, since lockdown was imposed all of a sudden and there was a transition from face to face mode to Virtual mode suddenly, teachers were also not so much equipped with the technological skills to carry out the same. However, with the limited experiences and able administrative interventions the teachers of this hilly state had surmounted the problems and carried on teaching online and the examination in online -blended mode.\begin{figure}[htbp]
\noindent\textbf{No1} \par 
\begin{longtable}{P{0.49099378881987576\textwidth}P{0.19534161490683227\textwidth}P{0.1636645962732919\textwidth}}
Are you aware of the concept of online learning, e learning\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
and virtual learning\tabcellsep Number\tabcellsep Percentage\\
Yes\tabcellsep 277\tabcellsep 45.70\%\\
No\tabcellsep 173\tabcellsep 28.55\%\\
Can't Say\tabcellsep 156\tabcellsep 25.75\%\end{longtable} \par
 
\caption{\label{tab_0}Table No . 1 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No2} \par 
\begin{longtable}{P{0.5455813953488372\textwidth}P{0.1541860465116279\textwidth}P{0.15023255813953487\textwidth}}
How many online classes have you attended in the last\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
two months?\tabcellsep Number\tabcellsep Percentage\\
No classes attended\tabcellsep 419\tabcellsep 69.10\%\\
1-10 classes attended\tabcellsep 150\tabcellsep 24.80\%\\
More than 10 classes attended\tabcellsep 37\tabcellsep 6.10\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_1}Table No . 2 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No3} \par 
\begin{longtable}{P{0.49054726368159207\textwidth}P{0.2199004975124378\textwidth}P{0.13955223880597015\textwidth}}
Which device did you use at the time of online classes?\tabcellsep \multicolumn{2}{l}{Undergraduate Students Number Percentage}\\
Smart Phones\tabcellsep 580\tabcellsep 95.70\%\\
Laptops\tabcellsep 03\tabcellsep 0.50\%\\
Desktops\tabcellsep 01\tabcellsep 0.20\%\\
Both Laptops and Smart Phones\tabcellsep 22\tabcellsep 3.60\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_2}Table No . 3 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No4} \par 
\begin{longtable}{P{0.47757731958762883\textwidth}P{0.17963917525773196\textwidth}P{0.19278350515463916\textwidth}}
Which online platforms are used by your teacher during\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
online classes?\tabcellsep Number\tabcellsep Percentage\\
Zoom App\tabcellsep 165\tabcellsep 27.20\%\\
Google Meet\tabcellsep 440\tabcellsep 72.60\%\\
Cisco Webex\tabcellsep 10\tabcellsep 1.70\%\\
Skype\tabcellsep 28\tabcellsep 4.60\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_3}Table No . 4 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No5} \par 
\begin{longtable}{P{0.5353191489361702\textwidth}P{0.1519148936170213\textwidth}P{0.1627659574468085\textwidth}}
What kind of materials the teachers share after the\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
online classes?\tabcellsep Number\tabcellsep Percentage\\
PPT Slides\tabcellsep 55\tabcellsep 9.10\%\\
Online Materials\tabcellsep 158\tabcellsep 26.10\%\\
Self-Prepared textual Materials\tabcellsep 261\tabcellsep 43.00\%\\
Sharing Useful Links\tabcellsep 132\tabcellsep 21.80\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_4}Table No . 5 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No6} \par 
\begin{longtable}{P{0.49101941747572814\textwidth}P{0.2186893203883495\textwidth}P{0.14029126213592233\textwidth}}
Online teaching increased your: -\tabcellsep \multicolumn{2}{l}{Undergraduate Students Number Percentage}\\
Interpersonal Skills\tabcellsep 27\tabcellsep 4.50\%\\
Self-learning Ability\tabcellsep 303\tabcellsep 50.00\%\\
Skill of Using Internet\tabcellsep 30\tabcellsep 5.00\%\\
None of the Above\tabcellsep 246\tabcellsep 40.50\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_5}Table No . 6 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No7} \par 
\begin{longtable}{P{0.4629107981220657\textwidth}P{0.22347417840375589\textwidth}P{0.1636150234741784\textwidth}}
How do you rate Online Teaching?\tabcellsep \multicolumn{2}{l}{Undergraduate Students Number Percentage}\\
Very Highly Effective\tabcellsep 15\tabcellsep 2.50\%\\
Very Effective\tabcellsep 34\tabcellsep 5.60\%\\
Effective\tabcellsep 182\tabcellsep 30.00\%\\
Least Effective\tabcellsep 222\tabcellsep 36.60\%\\
Not at all Effective\tabcellsep 153\tabcellsep 25.30\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_6}Table No . 7 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No8} \par 
\begin{longtable}{P{0.49309392265193364\textwidth}P{0.17845303867403314\textwidth}P{0.17845303867403314\textwidth}}
Do you think online teaching and learning is\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
better than offline teaching and learning?\tabcellsep Number\tabcellsep Percentage\\
Yes\tabcellsep 49\tabcellsep 8.00\%\\
No\tabcellsep 470\tabcellsep 77.60\%\\
Can't Say\tabcellsep 87\tabcellsep 14.40\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_7}Table No . 8 :}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.21650943396226413\textwidth}P{0.3207547169811321\textwidth}P{0.31273584905660373\textwidth}}
\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
\tabcellsep Number\tabcellsep Percentage\\
Agree\tabcellsep 205\tabcellsep 33.80\%\\
Disagree\tabcellsep 260\tabcellsep 42.90\%\\
Can't Say\tabcellsep 141\tabcellsep 23.30\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
  {\small\itshape [Note: . 9: Effectiveness of Online Teaching.Online teaching is very effective as it can be accessed from anywhere at any time and by any person.]} 
\caption{\label{tab_8}Table No}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.1895910780669145\textwidth}P{0.3033457249070632\textwidth}P{0.09479553903345725\textwidth}P{0.262267657992565\textwidth}}
\tabcellsep \tabcellsep \tabcellsep Year 2021\\
\tabcellsep \tabcellsep \tabcellsep 43\\
\tabcellsep \tabcellsep \tabcellsep Volume XXI Issue V Version I\\
\tabcellsep \tabcellsep \tabcellsep G )\\
\tabcellsep \tabcellsep \tabcellsep (\\
Strongly Agree Agree Neutral Disagree Strongly Disagree\tabcellsep \multicolumn{2}{l}{Undergraduate Students Number Percentage 313 51.70\% 203 33.50\% 49 8.10\% 36 5.90\% 5 0.80\%}\tabcellsep Global Journal of Human Social Science -\\
Total\tabcellsep 606\tabcellsep 100.00\%\\
\tabcellsep \tabcellsep © 2021 Global Journals\end{longtable} \par
 
\caption{\label{tab_9}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.32593984962406014\textwidth}P{0.2556390977443609\textwidth}P{0.26842105263157895\textwidth}}
\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
\tabcellsep Number\tabcellsep Percentage\\
Strongly Agree\tabcellsep 350\tabcellsep 57.80\%\\
Agree\tabcellsep 192\tabcellsep 31.70\%\\
Neutral\tabcellsep 31\tabcellsep 5.10\%\\
Disagree\tabcellsep 20\tabcellsep 3.30\%\\
Strongly Disagree\tabcellsep 13\tabcellsep 2.10\%\end{longtable} \par
 
\caption{\label{tab_10}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.31733333333333336\textwidth}P{0.24366666666666667\textwidth}P{0.28900000000000003\textwidth}}
\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
\tabcellsep Number\tabcellsep Percentage\\
Strongly Agree\tabcellsep 200\tabcellsep 33.00\%\\
Agree\tabcellsep 287\tabcellsep 47.36\%\\
Neutral\tabcellsep 86\tabcellsep 14.19\%\\
Disagree\tabcellsep 29\tabcellsep 4.79\%\\
Strongly Disagree\tabcellsep 04\tabcellsep 0.66\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_11}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.2103960396039604\textwidth}P{0.3198019801980198\textwidth}P{0.3198019801980198\textwidth}}
\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
\tabcellsep Number\tabcellsep Percentage\\
Agree\tabcellsep 497\tabcellsep 82.00\%\\
Neutral\tabcellsep 93\tabcellsep 15.30\%\\
Disagree\tabcellsep 16\tabcellsep 2.70\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_12}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.2103960396039604\textwidth}P{0.3198019801980198\textwidth}P{0.3198019801980198\textwidth}}
\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
\tabcellsep Number\tabcellsep Percentage\\
Agree\tabcellsep 530\tabcellsep 87.50\%\\
Neutral\tabcellsep 64\tabcellsep 10.50\%\\
Disagree\tabcellsep 12\tabcellsep 2.00\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_13}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.6543316831683168\textwidth}P{0.09047029702970297\textwidth}P{0.1051980198019802\textwidth}}
Inexperience in handling technological gadgets\tabcellsep 40\tabcellsep 6.60\%\\
Lack of concentration\tabcellsep 108\tabcellsep 17.80\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\\
\multicolumn{3}{l}{. 15: Problems faced during Online Teaching and Learning}\\
Mention the problems that you have faced during online\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
teaching and learning\tabcellsep Number\tabcellsep Percentage\\
Serious network problem from your side\tabcellsep 371\tabcellsep 61.20\%\\
Problem of data consumption\tabcellsep 58\tabcellsep 9.60\%\\
Lack of ability of teachers to teach online\tabcellsep 29\tabcellsep 4.80\%\end{longtable} \par
 
\caption{\label{tab_14}Table No}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.6264705882352941\textwidth}P{0.11764705882352942\textwidth}P{0.10588235294117647\textwidth}}
As a student do you think that online teaching improves your\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
learning and academic achievement?\tabcellsep Number\tabcellsep Percentage\\
Yes, it improves a lot\tabcellsep 102\tabcellsep 16.80\%\\
No, it does not improve\tabcellsep 361\tabcellsep 59.60\%\\
No, it is highly ineffective as it does not cater to child psychology\tabcellsep 143\tabcellsep 23.60\%\\
Total\tabcellsep 606\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_15}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.6240506329113924\textwidth}P{0.14256329113924052\textwidth}P{0.08338607594936709\textwidth}}
How can we make online teaching effective?\tabcellsep \multicolumn{2}{l}{Undergraduate Students Number Percentage}\\
By creating adequate resources and infrastructure\tabcellsep 20\tabcellsep 3.30\%\\
By imparting proper training to the teachers and students\tabcellsep 54\tabcellsep 8.90\%\\
By supplying proper network facility in the rural and remote areas\tabcellsep 213\tabcellsep 35.10\%\\
All the above\tabcellsep 319\tabcellsep 52.70\%\\
Total\tabcellsep 606\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_16}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.5181818181818182\textwidth}P{0.17272727272727273\textwidth}P{0.1590909090909091\textwidth}}
\multicolumn{2}{l}{. 18: Appearing in online examination}\tabcellsep \\
Have you ever experienced appearing in examinations\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
online?\tabcellsep Number\tabcellsep Percentage\\
Yes\tabcellsep 85\tabcellsep 14.00\%\\
No\tabcellsep 498\tabcellsep 82.20\%\\
Can't say\tabcellsep 23\tabcellsep 3.80\%\\
Total\tabcellsep 606\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_17}Table No}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.4486111111111111\textwidth}P{0.15025252525252525\textwidth}P{0.07297979797979798\textwidth}P{0.17815656565656565\textwidth}}
\tabcellsep \tabcellsep \tabcellsep Year 2021\\
\tabcellsep \tabcellsep \tabcellsep 45\\
\tabcellsep \tabcellsep \tabcellsep Volume XXI Issue V Version I\\
\tabcellsep \tabcellsep \tabcellsep G )\\
\tabcellsep \tabcellsep \tabcellsep (\\
What is your opinion about online examination in a state like Arunachal Pradesh? Online examination is a better alternative. Offline examination is more effective.\tabcellsep \multicolumn{2}{l}{Undergraduate Students Number Percentage 103 17.00\% 359 59.20\%}\tabcellsep Global Journal of Human Social Science -\\
Online examination should not be imposed.\tabcellsep 144\tabcellsep 23.80\%\\
Total\tabcellsep 606\tabcellsep 100\%\\
\tabcellsep \tabcellsep © 2021 Global Journals\end{longtable} \par
 
\caption{\label{tab_18}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.58561872909699\textwidth}P{0.12224080267558526\textwidth}P{0.14214046822742474\textwidth}}
Offline examination is more effective than online examination as\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
it fosters creativity in skill of writing and has clarity in directions of responding.\tabcellsep Number\tabcellsep Percentage\\
Strongly Agree\tabcellsep 266\tabcellsep 43.90\%\\
Agree\tabcellsep 248\tabcellsep 40.90\%\\
Neutral\tabcellsep 58\tabcellsep 9.60\%\\
Disagree\tabcellsep 25\tabcellsep 4.10\%\\
Strongly Disagree\tabcellsep 09\tabcellsep 1.50\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_19}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.3194630872483222\textwidth}P{0.24530201342281882\textwidth}P{0.2852348993288591\textwidth}}
\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
\tabcellsep Number\tabcellsep Percentage\\
Strongly Agree\tabcellsep 310\tabcellsep 51.20\%\\
Agree\tabcellsep 239\tabcellsep 39.40\%\\
Neutral\tabcellsep 48\tabcellsep 7.90\%\\
Disagree\tabcellsep 08\tabcellsep 1.30\%\\
Strongly Disagree\tabcellsep 01\tabcellsep 0.20\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_20}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.541793893129771\textwidth}P{0.14274809160305343\textwidth}P{0.16545801526717557\textwidth}}
Online examination will lead to Mass Malpractice and originality of\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
the students could not be assessed properly.\tabcellsep Number\tabcellsep Percentage\\
Strongly Agree\tabcellsep 166\tabcellsep 27.40\%\\
Agree\tabcellsep 300\tabcellsep 49.50\%\\
Neutral\tabcellsep 122\tabcellsep 20.10\%\\
Disagree\tabcellsep 14\tabcellsep 2.30\%\\
Strongly Disagree\tabcellsep 04\tabcellsep 0.70\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_21}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.6\textwidth}P{0.13\textwidth}P{0.12\textwidth}}
46\tabcellsep \tabcellsep \\
Volume XXI Issue V Version I\tabcellsep \tabcellsep \\
G )\tabcellsep \tabcellsep \\
(\tabcellsep \tabcellsep \\
Online examination is a very good alternative to offline examination\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
during and in post covid-19 pandemic.\tabcellsep Number\tabcellsep Percentage\\
Yes\tabcellsep 360\tabcellsep 59.60\%\\
No\tabcellsep 66\tabcellsep 10.90\%\\
Can't say\tabcellsep 180\tabcellsep 29.70\%\\
Total\tabcellsep 606\tabcellsep 100\%\\
© 2021 Global Journals\tabcellsep \tabcellsep \end{longtable} \par
 
\caption{\label{tab_22}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.3194630872483222\textwidth}P{0.24530201342281882\textwidth}P{0.2852348993288591\textwidth}}
\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
\tabcellsep Number\tabcellsep Percentage\\
Strongly Agree\tabcellsep 257\tabcellsep 42.40\%\\
Agree\tabcellsep 298\tabcellsep 49.20\%\\
Neutral\tabcellsep 42\tabcellsep 6.90\%\\
Disagree\tabcellsep 07\tabcellsep 1.20\%\\
Strongly Disagree\tabcellsep 02\tabcellsep 0.30\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\end{longtable} \par
 
\caption{\label{tab_23}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.6611111111111111\textwidth}P{0.09941520467836257\textwidth}P{0.0894736842105263\textwidth}}
What is your opinion regarding the decision of the University to\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
conduct online teaching, learning and examination?\tabcellsep Number\tabcellsep Percentage\\
The decision is very pragmatic and practical.\tabcellsep 195\tabcellsep 32.20\%\\
The decision is impractical and hurried.\tabcellsep 103\tabcellsep 17.00\%\\
The University authority should rethink on the decision taken.\tabcellsep 308\tabcellsep 50.80\%\\
Total\tabcellsep 606\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_24}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.41054421768707483\textwidth}P{0.29489795918367345\textwidth}P{0.1445578231292517\textwidth}}
Do you find any difficulty during online filling up?\tabcellsep \multicolumn{2}{l}{Undergraduate Students Number Percentage}\\
Yes\tabcellsep 397\tabcellsep 65.50\%\\
No\tabcellsep 182\tabcellsep 30.00\%\\
Can't say\tabcellsep 27\tabcellsep 4.50\%\\
Total\tabcellsep 606\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_25}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.5206806282722514\textwidth}P{0.17356020942408376\textwidth}P{0.1557591623036649\textwidth}}
How far you are satisfied with the Online Teaching, Learning\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
and Examination?\tabcellsep Number\tabcellsep Percentage\\
Very Satisfied\tabcellsep 13\tabcellsep 2.10\%\\
Satisfied\tabcellsep 208\tabcellsep 34.30\%\\
Not Satisfied\tabcellsep 385\tabcellsep 63.60\%\\
Total\tabcellsep 606\tabcellsep 100\%\end{longtable} \par
 
\caption{\label{tab_26}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.3873417721518987\textwidth}P{0.15780590717299578\textwidth}P{0.3048523206751055\textwidth}}
Poor\tabcellsep 275\tabcellsep 45.50\%\\
Total\tabcellsep 606\tabcellsep 100.00\%\\
\tabcellsep \tabcellsep 47\\
\tabcellsep \tabcellsep Volume XXI Issue V Version I\\
\tabcellsep \tabcellsep G )\\
\tabcellsep \tabcellsep (\\
How do you rate overall Online Teaching, Learning and\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
Examination?\tabcellsep Number\tabcellsep Percentage\\
Excellent\tabcellsep 05\tabcellsep 0.80\%\\
Very Good\tabcellsep 22\tabcellsep 3.60\%\\
Good\tabcellsep 191\tabcellsep 31.50\%\\
Satisfactory\tabcellsep 113\tabcellsep 18.60\%\end{longtable} \par
 
\caption{\label{tab_27}Table No .}\end{figure}
 \begin{figure}[htbp]
\noindent\textbf{No} \par 
\begin{longtable}{P{0.7764783759929391\textwidth}P{0.034510150044130626\textwidth}P{0.039011473962930275\textwidth}}
Mention any suggestions for the improvement of present system\tabcellsep \multicolumn{2}{l}{Undergraduate Students}\\
of online teaching, learning and examination\tabcellsep Number\tabcellsep Percentage\\
The service providers like BSNL, Airtel, Jio, Vodafone etc should ensure\tabcellsep \tabcellsep \\
provision of proper internet facility in the rural and urban areas on\tabcellsep 599\tabcellsep 98.84\%\\
priority basis.\tabcellsep \tabcellsep \\
Govt. should make provision of proper supply of electricity connectivity especially in the rural areas.\tabcellsep 595\tabcellsep 98.18\%\\
Teachers and students should be properly oriented and made aware\tabcellsep \tabcellsep \\
regarding the use of technological gadgets and Applications. For this there should be training programmes on online teaching and\tabcellsep 575\tabcellsep 94.88\%\\
examination.\tabcellsep \tabcellsep \\
Government should first create minimum infrastructure in terms of ICT\tabcellsep \tabcellsep \\
components and providing other logistic support before\tabcellsep 574\tabcellsep 94.71\%\\
implementation of online teaching, learning and examination.\tabcellsep \tabcellsep \\
Govt should provide one time incentive to all undergraduate students to\tabcellsep \tabcellsep \\
have smart phones as an ICT incentive to carry out this mode of\tabcellsep 570\tabcellsep 94.05\%\\
teaching and learning.\tabcellsep \tabcellsep \\
Teachers should develop need based online teaching learning\tabcellsep \tabcellsep \\
materials for the students. Examinations should be conducted offline.\tabcellsep 497\tabcellsep 82.01\%\end{longtable} \par
 
\caption{\label{tab_28}Table No .}\end{figure}
 			\footnote{Analysis of Views of Undergraduate Students towards Online and Offline Mode of Teaching, Learning and Examination} 			\footnote{© 2021 Global Journals Year 2021 Analysis of Views of Undergraduate Students towards Online and Offline Mode of Teaching, Learning and Examination} 		 		\backmatter  			  				\begin{bibitemlist}{1}
\bibitem[]{b7}\label{b7} 	 		\textit{},  		Haryana.  	 
\bibitem[Buch ()]{b1}\label{b1} 	 		\textit{},  		 			M B Buch 		.  		1995. New Delhi.  		 			NCERT 		 	 
\bibitem[Bonk and Graham ()]{b0}\label{b0} 	 		 			C Bonk 		,  		 			C Graham 		.  		\textit{Handbook of Blended Learning},  				 (U.S.A)  		2006. Jossey-Bass.  	 
\bibitem[Prantosh et al. ()]{b6}\label{b6} 	 		‘E Learning: New Age Knowledge Model Delivery through Advanced Information Technology and Cloud Computing: An Overview’.  		 			K P Prantosh 		,  		 			C Dipak 		,  		 			A Kumar 		.  	 	 		\textit{BRICS International Journal of Educational Research}  		2012. 3.  	 
\bibitem[Mangal ()]{b4}\label{b4} 	 		\textit{Essentials of Educational Technology},  		 			S K Mangal 		.  		2014. Delhi: Prentice Hall of India.  	 
\bibitem[Kulshrestha ()]{b3}\label{b3} 	 		\textit{Foundations of Educational Technology, R.Lall Book Depot},  		 			S P Kulshrestha 		.  		2019. Meerut.  	 
\bibitem[Kiran ()]{b2}\label{b2} 	 		 			Dangwal Kiran 		,  		 			L 		.  		\textit{Computers in Teaching and Learning, Vinod Pustak Manir},  				 (Agra)  		2004.  	 
\bibitem[Pradhan ()]{b5}\label{b5} 	 		 			S Pradhan 		.  		\textit{Fundamentals of Educational Psychology and Educational Technology, Balaji publications},  				 (Baghpat, Uttar Pradesh)  		2019.  	 
\bibitem[Sharma ()]{b8}\label{b8} 	 		 			R Sharma 		.  		\textit{Teacher Training Technology},  				 (Meerut)  		2016. Surya Publications.  	 
\end{bibitemlist}
 			 		 	 
\end{document}
