Impacto del E-learning en el Sector de la Educación Superior durante la pandemia del COVID-19 a través de herramientas de la Pedagogía: Un Estudio observacional Impacte de l'E-learning en el Sector de l'Educació Superior durant la pandèmia del COVID-19 a través d'eines de la Pedagogia: Un Estudi observacional Impact of E-learning on the Higher Education Sector during the COVID-19 pandemic through Pedagogy tools: An observational Study

The physical mode & higher education across the world come to health during the covid-19 pandemic. All education activities converted into online mode, where especially the higher education sectors were not ready and simultaneously new pedagogy techniques were brought into the possibility to conduct online classes. The purpose of this study was to the development of new pedagogy tools and their implementation in the higher education sectors. The covid-19 pandemic taught us how to use new technology and advancement in higher education and what can be best for this society. To fulfil this aim we conducted a survey in which we asked about the impact of new pedagogy tools in the higher education sectors and their opinions on different aspects of online education during the pandemic periods. The questionnaire was prepared and distributed in higher education sectors and looked into the views of the respondent and their opinions on the pedagogy tools and the data. The following data were analyzed using the SPSS software 2.0 for the study. Respondents were from the following data was various regions of Northern India. A total of 350 questionnaires were distributed; of which 320 were received. The 5 points Likert Scale was used, where 01 represented "strongly disagree" and a score of 5 represented "Strongly agree".


Introduction
In the Covid-19 Pandemic period between 2020 and 2021 the "Emergence of online education in the higher education Sector" will not forget in the coming year. Though all users that ready impose National Wide Lockdown for 21 days from 25 th March 2020 which was extended for another 19 days and increased for 02 years (Adnan and Anwar, 2020).
Every organization focused on online teaching and the concept of e-learning was introduced by using various pedagogy tools to make teaching more interactive (Alismail et al., 2015). The use of online teaching platforms WhatsApp, WeChat, and Virtual learning was explored and tried in teaching for the first time. Teachers and students tried new tools of teaching. Online teaching was great exposure for the teacher and students as compared to classroom teaching. E-Learning is a mode of learning used for distance learning in British and American universities since mid of 1960. E-Learning is a digital transformation of the education system and content into a digital one. The entire publishing house created an e-library and gave excess to all the students to get the excess on the digital library for a better student learning experience. E-Learning gave flexibility to the students with different experiences among the students and learning at its best in a different environment. E-learning also helped to bring it positively in individual life and motivates to achieve short and long-term goals in life (Almarab, 2014).
Technology-Based System and Learning Management System (LMS) improved IT skills. It also encouraged educators to adapt their teaching style and make it more creative in the classroom. Creative and innovative skills brought changes in the higher education sectors by using different virtual channels. Through the help of social media students' performance was increased and promoted motivation to learn new things through two-way discussion, problemsolving, innovations and knowledge (Andrews et al., 2019). E-learning supports the education sector and is most convenient in the higher education sector. Modern Learning Techniques (MLT) also supports the learning style and makes the learning environment modern (Goian, 2010). 6

Positive Effect of Pedagogy tool in Education Sectors
The great challenge faced by educators and students was using advanced pedagogy tools to conduct lectures and make connections with the students and handle a situation in a normal way. Students' assignments were received through online mode tool ware used to check plagiarism to bring accuracy to the evaluation system. Approaches were also received from students for conducting the online examination, where some of the higher education institutions create their interface and someone used a third-party interface to make this simple way (Caladine, 2008). Not only the internal assignment, mid-term test and end-term Examination was paused/delayed also government and public examinations were also postponed during the same period. The use of different pedagogy tools for School and higher education students created social awareness on social media (Cash, 2014). Pre-recorded video lectures were shared with the students who miss their classes.

Review of Related Literature
As per the study conducted by (Chang et al., 2017) in technology, e-learning is an effective tool, which gives them direct access to all relevant information and knowledge themselves.
Every academician has a responsibility to guide their students and prove their knowledge of the relevant field. Over the past 20 years, online teaching becomes the most effect on learning quality, increasing the interest of the students and more engagement and motivation (Dhawan, 2020). By using the multimedia effect in online teaching students learn better from the textbooks (Ellaway & Master, 2008). Animated small movies and clips used in the teaching also help to create more interest in the student with effective learning for the students (Fischer et al., 2014). The students improve their problem-solving ability by using a different mode of pedagogy tool in the education sector along with interpersonal skills (González, 2010). The new survey was conducted by (Hollweck & Doucet, 2020) using an effective tool in teaching that 7 can help to interact with students in an effective way and make the classroom environment positive way. The study was conducted in the Australian vocational education and training sector, research focused on online learning and three factors were identified student preferences, student confidence and capability to engage (Hrastinski & Aghaee 2012). During the pandemic period, the use of YouTube was found one of the most effective tools for a better understanding of the concept of teaching (Muller, 2006). The modern training tools consider as YouTube has many merits which have a good reputation and it is the most eco-friendly user and filters the content shared on social media (Keleher et al., 2006). The new tool used in the education sector; video conferencing products include Real-Time Communication (RTC) technologies, as it was used for the last fifteen years (Lave, 1991). The use of social media refers to the most used tool in the online teaching networking tools that have become main stream in the past five years, which includes blogs, photo sharing, videos, Face book and Youtube. Social media support pedagogy practices and make our learning smooth (Mayer, 2019). The impact of eLearning initiatives will have direct effects on the future structure of universities on both strategic and tactical levels (Meyer et al., 2010) . Teaching via eLearning may also focus on enrichment in educational society and reality in e-learning techniques (Popovici & Mironov, 2015). There is a close relationship identified by the researcher between higher education teaching practices and learning through the help of technologies tools (Shabha, 2000) . During this pandemic students' habits bring some minor changes in perception towards the teaching from the previous experience, but the changes brought by the e-learning create a positive impact on the education sectors (Allo, 2020). Through the use of e-learning can also improve synchronous and synchronous tools such as e-mail, forums, chats, and video conferences (Sintema, 2020).
Students were also facing different problems and challenges related to internet connectivity, lack of devices, rural areas and lack of communication skills will not able to interact with the teacher.
During the pandemic periods, the higher education system brings so many new changes which will fulfil the desire of the students and teachers, thus Information technologies become an essential tool for all universities and institutions in the online system (Teare, 2000). On the other hand, a lot of innovation brings in the field of technologies which will be helpful for students and teachers' learning (Topps et al., 2013). Now a day's traditional education is more use of E-content development and student-centre (Venkata et al., 2020). The use of e-learning is one of the Technology Acceptance Model (TAM) which is helpful for students in an elearning ineffective way (Warner et al., 1998). Online teaching during the Covid-19 period shows a positive attitude toward e-learning which will be helpful for the students during the crisis of pandemics. Some of the institutions and universities used additional methods during the period of Covid-19 and make the online experience memorable, thus they deliver their lecture more effectively with teacher-student interaction and simple way of communication skills.

Objectives and Research Questions
Various studies were conducted by different authors to make teaching effective and more interesting by using different pedagogy tools in higher education sectors during the pandemic period. This study will highlight the pedagogy tools used in higher education and challenges faced by student during pandemic time when students and teachers were very unfamiliar with online teaching platforms and their force on everybody's life, but in a short period new tools of pedagogy were introduced and one more time teaching will become one on track in the higher education sectors. Therefore, we conducted the survey in the higher education sectors, and study the perception of the students toward the new pedagogy tools of online teaching and their attitude toward teaching, the questionnaire was distributed in different universities, coaching NÚMERO  centres, professional colleges, and Technical Education and other education sectors. We prepared the questionnaire with 20 statements related to various tools used in the higher education sectors.
In this study, the following research questions were addressed: 1. What are the impacts of using the new pedagogy tools used in the higher education sectors?
2. How new pedagogy tools make teaching more interesting among the students through online teaching.
3. What are the various challenges faced by the students during e-learning in the pandemic period?
Researcher used a quantitative research approach with probability sampling. Simple random sample to make sure the probability of generalizing to the study population to fulfil our study goals by conducting a survey of 400 students from reputed Universities, Coaching centres, Did you attend the online classes earlier before the pandemic? TE2 Did you enjoy the online classes during the pandemic period? TE3 Did you like the pedagogy tools used by the teacher? TE4 Faculty members solve all the queries of the students through online mode. TE5 Do you have the awareness about the how-to attend online classes Impact of Pedagogy Tools in Online Classes Teaching PT 1 How was the learning experience using various technical tools PT 2 Adequate study material is shared through the online platform PT 3 Effective pedagogy resolve the problem of the students PT 4 Teacher-students interaction take place better way through online classes than in physical classroom teaching PT 5 New pedagogy tools used by the teacher will make it easier for me to communicate with my teacher.

Used Pedagogy Tools for Learning and Content Sharing CS 1
Which platform is used for online classes CS 2 Which one of the platforms used for content sharing CS 3 On which platform are students' inquiries handled by the teacher CS 4 Which one of the tools was found more effective in online teaching CS 5 Which tool is used by you uploading your assignment

CF 1
Feeling of Anxiety CF 2 Device failure to connect to attend online classes CF 3 Internet connectivity issues faced by the students CF 4 The low income of your family would affect your education CF 5 Poor Internet infrastructure and limited data speed in the rural and urban areas become a barrier.

Results and Discussion
The majority of respondents were male and female, up to the age limit of over 25 years from  Did you attend the online classes earlier before the pandemic? TE2 Did you enjoy the online classes during the pandemic period? TE3 Did you like the pedagogy tools used by the teacher? TE4 Faculty members solve all the queries of the students through online mode. TE5 Do you have the awareness about the how-to attend online classes

Impact of Pedagogy Tools in Online Classes Teaching PT 1
How was the learning experience using various technical tools PT 2 Adequate study material is shared through the online platform PT 3 Effective pedagogy resolve the problem of the students PT 4 Teacher-students interaction take place better way through online classes than in physical classroom teaching PT 5 New pedagogy tools used by the teacher will make it easier for me to communicate with my teacher.

Used Pedagogy Tools for Learning and Content Sharing CS 1
Which platform is used for online classes CS 2 Which one of the platforms used for content sharing CS 3 On which platform are students' inquiries handled by the teacher CS 4 Which one of the tools was found more effective in online teaching CS 5 Which tool is used by you uploading your assignment

CF 1
Feeling of Anxiety CF 2 Device failure to connect to attend online classes CF 3 Internet connectivity issues faced by the students CF 4 The low income of your family would affect your education CF 5 Poor Internet infrastructure and limited data speed in the rural and urban areas become a barrier.    The percentage and frequency were calculated for this statement and it showed that the maximum number of students enjoyed the online classes and it also found more interesting and two-way communication, by using these different applications students will get the excess for online pooling, sharing their live screen and do a live chat with the faculty members. The study proved that 208 students (62.7%) mostly enjoyed all the classes which were conducted through online mode by using of more eco-friendly application Code Tantra and on the other hand 124 students (37.3%) faced little more problems and experienced found no satisfaction due to poor internet issues, technology and some time device not supported. The majority of students preferred content sharing, assignments and other materials on both the application ie LMS and Code Tantra 258 (77.8%) at the end of class for effective learning experiences and other applications were used very less percentage, the data also proved that maximum students preferred code Tantra application for their final examination during this pandemic period. applications were also used by the students but the quickest response and eco-friendly applications were found University LMS software and Code Tantra. Students expressed how they thought lectures can be made more interesting and more informative. students used the University LMS application for uploading the successful assignments without any error and the Code Tantra application and other applications were also used by the students but the result was not showing much more in their favours. The third question of the research was asked on the various challenges faced by the students during e-learning during the pandemic period, the Likert Scales, where 1= Strong Agree, 2= Agree, 3= Neutral, 4= Disagree and 5 = Strong Disagree. During the period of the pandemic, students faced a lot of challenges, mainly feeling anxiety; some of the students do not have effective devices, poor internet connectivity especially in the rural areas, lack of infrastructure and other major issues and mainly feel of anxieties. The data were collected from 332 students where 42 students (12.7%) gave their opinion that they strongly agreed with the statement, where 92 students (27.7%) Agree with the statement, 140 students (42.2%) responded was neutral, 38 students (11.4%) disagreed and 20 students (0.6%) strongly disagreed that they feel anxiety. The study had a question regarding the devices that fail to connect to attend the online classes (see table number 11). The results showed that 78 students (23.5) strongly agreed with the statement that some of the devices were unable to connect with the applications used by the higher education and e-learning affected, and 105 students (31.6%) agree that sometimes devices do not support, 87 students (26.2) responses were received neutral, 49 students (14.8%) disagreed with the statement and they device was well connected and no e-learning hamper, 13 students (3.9%) were also found strongly disagree. In this regard, it is notable that while using the online platform students face a lot of issues with the connectivity, where 129 students (38.9%) strongly agreed that e-learning was affected due to internet connectivity, and 113 students (34%) agreed on the statement that there was an issue on poor connectivity, 57 students responses were recorded as a neutral mode, 25 students disagreed and they did not face any challenge in the internet connectivity due to Urban areas and 09 students (2.7%) were strongly disagree on the statement as per table number 12. In the context of Covid 19, teachers were obliged to use the e-learning platform provided by higher education in which students learning can be improved and the teacher used to advance technology in the pandemic period with effective tools and applications.  Table 13 shows due to low income in the family student's online education got affected when offline teaching was converted into the online mode which students and parents were not ready for that due to the Global pandemic. Many of the students do not aware of online teaching and where the majority of students belong to rural areas where parents were mostly illiterate, some students were engaged in other responsibilities and low-income parents could not afford smart phone to attend online classes due to this reason their academic performance also goes down.
Some of the students were not able to give Mid Term and End Term Examinations and some postpone their exams. The 64 students (19.3%) strongly agreed, 91 students (27.4%) agree with the statement, 96 students (28.9%) responded recorded in the neutral mode, 54 students (16.3%) students disagreed and 27 students (8.1%) response strongly disagree. The percentage and frequency were calculated for this statement and it showed that the maximum number of students face challenges while attending online classes, the data speed and poor infrastructure become the major barrier in the academic where due to bad infrastructure students did not attend the classes and teaching effected which cause low performance in the academic careers. A lot of IT companies came forwards Like Jio, AirTel and Voda which gave the special package to the students for attending the online class, but in the issues of the rural areas could not be resolved, wher149 (44.9%) students strongly agreed, 120 students (36.1%) agree on the statement that data speed and infrastructure were the major issues, 39 students (11.7%) response recorded Neutral, 16 students (4.8%) strongly disagree and 06 students (1.8%) were couldn't face such types of issues.

Discussion and Recommendations
During the crisis of the pandemic some of the major changes seen in the higher education sectors; were digitalization and the transition to a student-centred in e-learning. The surveys were conducted in urban and rural areas where all the students used the mode of teaching online during this pandemic period and the pedagogy was used by the professor Flipped classroom, online class found some discrepancies in the communication and interaction with the students but it also has some other benefits which include; students could pay an online fee, and listen to recorded lectures in fast and slow mode, which can increase their interest and become the motivation for them to attend online classes. Through the online platform, faculty members create a good to connect with the industry with virtual collaboration and provide students with their experience while conducting online Guest lecturers/ webinars and doing two war communications with the industry experts. Before this pandemic, none of the students attends online classes, which also indicates the lack of technology use in the field of higher education sectors, but during the pandemic higher education sectors/ private and Government universities do huge investments in terms of technology and provide the right kind of platform to all the students for e-learning. In this study, we have explained the lack of infrastructure, poor internet connections, poor economic conditions and various other challenges in the rural and urban areas.
The major goal of this study was how to fulfil the gap, so we have framed the questionnaire and circular with all the students who have faced this pandemic. This study has also tested and asked various questions from the students who belong to rural and urban areas; how the teaching experience was, did you attend the online classes before, what new pedagogy was used by the faculty members, and did you aware of how to attend online classes and which online application and software were used.

Conclusions
This research explored the e-learning experience of the students creating a great impact on higher education. The use of digital learning, devices, application and software were used for conducting online classes, which create a new history in the higher education sector. It also brings new changes to the education system. The new pedagogy used by the faculty members also creates a new impact in the higher education sectors which makes teaching more informative and interactive. The findings of this study indicated that the majority of students take an interest to attend online classes; a positive attitude is seen in the students even though they face a lot of challenges in online teaching. Students are well aware of the new technology; get excess to attend online classes, and got recorded lectures uploaded by the institution and universities. Students also attended online guest lecturers/ webinars/audio-videos conferences and various other interactive sessions. In this context e-learning experience was explored among the students, further research can include another variable of the study and explore their