With the rapid development of technology, e-learning pretends to be more useful and popular in education. E-learning can be used in or out of the classroom. Courseware is becoming a well known form of e-learning in present days. It helps to convert the conventional process of learning and teaching towards elearning. Different educational organizations are providing their resources to all through Courseware. In this paper, authors attempt to give an overview of some of the renowned online courseware. The authors have tried to perform a comparative analysis among those courseware and then summarize them in the form of table and tree so that their overall structure can be easily approximated.After studying the similarities and dissimilarities among various contents provided by various courseware, the authors have proposed a design approach for an integrated global online courseware which will combine all the facilities of all courseware into a single one. A methodology for the fulfillment of the proposed idea has also been proposed with proper demonstration by Venn diagram. If the integrated courseware can be developed, then both of the instructors and learners will be benefitted. Because of integrating all relevant contents to relevant courses, it will be more beneficial for the third world learners also. The completion of the proposed idea requires the permission from the concerned authority. But if the idea can draw the attention of the authority, then it will surely be one of the steps to globalization of learning especially for the self learners.

BACKGROUND: The internet becomes “information superhighway”. From its inception, it had grown such that it could be accessed from any part of the world. Conventional classroom teaching had been replaced to some extent by online learning. Almost two years of online classes due to lockdown in Corona virus pandemic, helped the students to understand the future learning methodology. OBJECTIVE:To determine the “take home” message for the M.B.B.S students from online classes. METHODOLOGY: Both live and recorded online classes had been introduced during lockdown period. When medical college opened and students were back to classes a survey was undertaken based on the semi structured questionnaire based on google form. Responses were analyzed with Microsoft excel 365 software. RESULT: 143 out of total 200 students responded (72%). 64% students liked recorded classes, according to them, recorded classes could be accessed at a convenient time (44%), repeat watching helped to clear the concepts (34%), easily accessible (53%), video could be shared among the peer groups (61%). Rest of the students preferred live streaming classes. In their opinion, live classes felt like actual class (75%), could directly interact with friends (66%), asking question directly to the teachers (34%), They tried to include in future the following aspects of online learning to ofine classroom teaching, those were: start peer group learning, sharing the useful contents, improvements of technological knowledge and skills, to maintain discipline in the class- there were take home message for the students after long one year of online classes CONCLUSION: It was clear if proper strategy had been taken and if widespread internet connections would be provided the online classes could be effective as classroom teaching.