Coronavirus outbreak mediated pandemic impacted most of the sectors globally. This includes the academic world that consists of millions of enrolled learners and active teachers who previously had regular classes in their institutions, and due to the pandemic, got stuck at the home. To continue the education process, the online class was introduced in most of the countries, including India. In this mode, both teaching and learning happen through electronic devices which are relatively new to the entire teaching-learning community. This study aimed to understand how online classes had fared for the teachers and students in India. Besides, it tried to understand the users’ experience and the unique set of challenges that this mode of education brings.

Four separate questionnaires were created for school students, school teachers, college students, and college professors. The questions inquired about various aspects of online classes such as setting up online education at home, knowledge transfer, comfort, evaluation, and future aspects. The questionnaires were circulated electronically as google forms. The responses were received from the teachers (school teachers and college professors considering all courses) and learners (school and college students considering all courses) of various educational institutions across the country. The data was compiled and the results were discussed in two ways, firstly, the perspectives of teaching versus the learning group and secondly, school versus college groups on online versus regular classes. Though online training/distance education is practiced for a long time, the research on the mentioned aspects was limited. This study is the first of its kind which reflects the merits and demerits of the new-normal online education from home in the compiled voice of teachers and learners group in India. The study addresses the participant’s compliments and grievances of online education compared to regular classes. This further enlightens how to improve the technologies to make them use more efficiently. Besides, this study gives a proper framework to modify or create educational policies, laws, and schemes to obtain equal access to resources for all.

冠状病毒爆发介导的大流行影响了全球大部分行业。这包括由数百万注册学生和活跃教师组成的学术界，他们以前在其机构中定期上课，但由于大流行而被困在家里。为了继续教育过程，包括印度在内的大多数国家/地区都引入了在线课程。在这种模式下，教学和学习都是通过电子设备进行的，这对整个教学社区来说都是相对较新的。这项研究旨在了解在线课程对印度师生的影响。此外，它还试图了解用户的体验以及这种教育模式带来的一系列独特挑战。

为在校学生、学校教师、大学生和大学教授制作了四份单独的问卷。这些问题询问了在线课程的各个方面，例如在家设置在线教育，知识转移，舒适度，评估和未来方面。问卷以电子形式作为谷歌表格分发。收到来自全国各教育机构的教师（考虑所有课程的学校教师和大学教授）和学习者（考虑所有课程的学校和大学生）的答复。编制数据并以两种方式讨论结果，首先，教学组与学习组的观点，其次，在线课程与普通课程的学校与大学组。尽管在线培训/远程教育实践了很长时间，但对上述方面的研究却很有限。这项研究是同类研究中的第一项，它反映了印度教师和学习者群体汇编的声音中新常态在家在线教育的优缺点。与常规课程相比，该研究解决了参与者对在线教育的赞美和不满。这进一步启发了如何改进技术以使其更有效地使用。此外，本研究提供了一个适当的框架来修改或制定教育政策、法律和计划，以使所有人平等获得资源。这项研究是同类研究中的第一项，它反映了印度教师和学习者群体汇编的声音中新常态在家在线教育的优缺点。与常规课程相比，该研究解决了参与者对在线教育的赞美和不满。这进一步启发了如何改进技术以使其更有效地使用。此外，本研究提供了一个适当的框架来修改或制定教育政策、法律和计划，以使所有人平等获得资源。这项研究是同类研究中的第一项，它反映了印度教师和学习者群体汇编的声音中新常态在家在线教育的优缺点。与常规课程相比，该研究解决了参与者对在线教育的赞美和不满。这进一步启发了如何改进技术以使其更有效地使用。此外，本研究提供了一个适当的框架来修改或制定教育政策、法律和计划，以使所有人平等获得资源。