Blog

NEW DELHI: In a significant step toward changing perceptions around online education, University Grants Commission (UGC) Chairman M. Jagadesh Kumar recently declared that online learning is at par with both distance and traditional in-person courses.
His statement, framed as a challenge to entrenched biases, aimed to position online programmes as credible as any conventional educational format. But the broader question remains, are employers, students, and society ready to accept online degrees with equal regard?
As the UGC redefines educational norms, numerous Indian universities are embracing online learning as an accessible, flexible option. State and Central universities like the Jawaharlal Nehru University (JNU) in Delhi, Jamia Millia Islamia University, Guru Jambheshwar University of Science & Technology in Haryana, Manipal Academy of Higher Education, Symbiosis International in Pune, Amity University Noida, Aligarh Muslim University, and Banasthali Vidyapith are among the well-known ones offering online options. They offer a variety of popular online programmes, including BBA, BCom Honours, MBA specialisations, MSc in Data Science, Business Analytics, MA in Sociology, Economics, and more.
However the lingering bias favouring traditional education persists, especially among employers who express clear preferences for physical degree holders in specific professional domains.
A changing hiring landscape: Skills first, degree second
UGC Chairman’s optimism regarding online education’s acceptance in global hiring practices reflects a broader shift: multinational corporations (MNCs) increasingly prioritise candidates’ skill sets over their degree formats. Soft skills and specific professional expertise now weigh heavily in hiring decisions. Yet, when considering MBA graduates, a study by the Graduate Management Admission Council (GMAC) revealed that employers still favour in-person MBA holders, citing a perception that they have stronger leadership, communication, and technical skills.
This preference persists despite the rise of online and hybrid MBA programmes and may explain why nearly 66% of employers feel in-person graduates bring stronger skills to the workplace than their online-educated counterparts.
Interestingly, these preferences vary regionally. Employers in Central and South Asia (90%) and East and Southeast Asia (71%) view online and in-person degrees as equally valuable. However, they still rate in-person graduates higher in leadership and technical skills, a contrast to U.S. employers, where only 27% see both formats as equal and 43% view in-person graduates as stronger technically. These disparities highlight that while skills remain central, traditional degrees still hold an edge in professional settings.
Students’ perspective: Flexibility vs distraction
As online learning gains institutional legitimacy, students’ views on online education are split. According to a McKinsey survey, 65% of students who experienced online learning during the pandemic preferred some aspects of virtual education, such as recorded lectures, easy access to resources, and the flexibility to balance work and studies.
However, enthusiasm for fully remote programmes remains tempered by concerns about the lack of engagement and community, a sentiment echoed in feedback where students feared online learning could be distracting, boring, and less motivating.

Key reasons students avoid online education

McKinsey’s data further reveals specific concerns: students noted that online programmes lack the communal experience and extracurricular options found on campuses. Many also felt that online learning lacks the support network, which can be crucial for developing discipline and focus. The study also identified logistical barriers, like inadequate devices, poor internet access, and insufficient study space, that prevent some students from effectively participating in online education. Finally, a lack of financial support, such as scholarships, also hampers online education accessibility.
Benefits and drawbacks of online degrees: Credibility gap or proven potential?
A recent report by Educational Testing Service (ETS) found that, globally, 57.7% of graduate students still prefer on-campus programmes, particularly for STEM and healthcare fields where hands-on labs and collaborative research are essential.
Degrees in these areas rely on physical resources and interactions, which remain challenging to replicate online. While some online programmes from prestigious institutions, like the IIMs and IITs, hold strong reputations and provide comparable skill validations, concerns around credibility persist. For many employers, an online degree, while theoretically valid, often requires additional proof of competency, like a portfolio or supplementary certifications.
The broader scepticism extends to skill validation and professional networking opportunities. Traditional programmes generally offer campus placements, alumni connections, and internships, which remain essential for building a career.
Online graduates have to rely more on proactive job search, relying on social platforms, virtual networking events, and digital portfolios to showcase their skills. But with the UGC’s endorsement of accredited online degrees, the perception is shifting gradually, and some experts anticipate online degrees to achieve comparable status over the next decade if coupled with practical skills and reputable institutions.
The road to greater acceptability: A balanced future
For online degrees to reach parity with in-person programmes, institutions, students, and employers need a cooperative approach. Accredited institutions must ensure that their online programmes meet rigorous academic standards, incorporate internship opportunities, and support student networks. Students, in turn, can bolster their online education with additional certifications or project-based experience to enhance their marketability.
Employers, meanwhile, may benefit from moving past format biases to recognize the quality and skills graduates bring, regardless of how they learned. Companies could evaluate candidates on practical skills, fostering a culture where the format of learning is secondary to demonstrated capability. With these changes, online education could finally step out from the shadow of traditional programmes, offering an equally credible path for diverse learners.
As education enters an era of flexibility, the old hierarchies of degree formats may slowly dissolve. With thoughtful collaboration between educational institutions and employers, online and in-person graduates alike may be evaluated by their talents, reshaping what it means to be qualified’. The future of learning, online or otherwise, may be less about where one studied and more about what they bring to the table.