Impact of Online Education during COVID-19 in India, Study Guides, Projects, Research of Science education

Download Impact of Online Education during COVID-19 in India and more Study Guides, Projects, Research Science education in PDF only on Docsity! Right To Education EMPIRICAL STUDY TITLE:Effectiveness of online education during covid-19 COURSE CODE : LAW4008 SEMESTER: Fall Semester 2023- 2024 SUBMITTED TO: Prof. Swapna SUBMITTED BY JOY SHARMILA L 19BLA1008 RENISHA RR 19BLA1045 NEGHA S 19BLA1080 SOWMIYA DEVI G 19BLA1088 INTRODUCTION Globally, the COVID-19 epidemic had an impact on school systems. In March 2020, the number of COVID-19 cases began to climb, leading to the closure of several colleges and universities. To stop the COVID-19 virus from spreading, the majority of nations made the decision to temporarily halt educational facilities. Approximately 1.6 billion students across 200 nations were impacted by national educational shutdowns during the peak of the closures in April 2020, according to estimates from UNESCO. This represents 94% of the student population and one- fifth of the world's population. The average duration of closures is believed to have been 41 weeks, or 10.3 months. They have had a major detrimental impact on students' learning, which is expected to have a big long-term impact on both education and income. Budgets for government relief programs and education were also affected during the outbreak. Students in low- and middle-income countries, as well as those who are already disadvantaged, have been disproportionately impacted by the epidemic. People with less financial resources had fewer possibilities for education, while those with more were able to pursue education. People throughout the world who depended on schools instead of computers and homeschooling faced more challenges as a result of new online programs that transferred the burden of education from schools to families and individuals. Students, instructors, and families were affected by early childhood education and care as well as school closures, and extensive economic and cultural repercussions are anticipated. For underprivileged kids and their families, the effects were more severe, leading to delayed schooling, poor nutrition, childcare issues, and subsequent financial burdens on families whose members were unable to work. In response to school closures, UNESCO recommended the use of distance learning programmes and open educational applications and platforms that schools and teachers can use to reach learners remotely and limit the disruption of education. In 2020, UNESCO estimated that nearly 24 million will dropout, with South Asia and Western Asia being the most affected.1 Overview of the COVID-19 Pandemic in India The COVID-19 pandemic has affected every aspect of life, including education. In India, schools and universities were closed for months due to the pandemic. As a result, online education became the primary mode of learning for students across the country. Purpose of the Study The purpose of this study is to examine the impact of online education during the COVID-19 pandemic in India. We will explore the challenges faced by students, the effectiveness of online 1 "290 million students out of school due to COVID-19: UNESCO releases first global numbers and mobilizes response". UNESCO. 4 March 2020. Retrieved 6 March 2020. 1) Method of teaching adopted by professors during online education 57 responses 2)How did you arrange devices for online class ? 57 responses 3)Factors restrain the access to online class 57 responses @ live class @ share/ broadcast video @ Available recorded class @ Assingnments / study materials @ Already owned @ Purchased newly @ Borrowed @ Sponsored by someone @ Network connectivity @ Limited data @ Electricity @ Problems with electronic device @ Allof the above  4)What are the apps that are used for teaching? 57 responses @ Zoom @ Google meet © Google classroom @ Microsoft teams 5)How much time do you spend each day on an average on online education? 57 responses @ 1 to 3 hours @ 3 to Shours @ 5107 hours @ 7 plus hours 6)Did students get enough time to refresh between classes? 57 responses @ yes @r0  7)Did you have any physical or mental stress due to online classes? 56 responses @ Yes @no 8)How effective is online education for you? 56 responses @ Notatall effective @ Slightly effective @ Moderately effective @ Very effective 9)Which mode of classes are more comfortable in learning aspects? 57 responses @ Online classes are better @ Regular classes are better @ Botha are same @ Cant assess  16)Now that you have experienced this method of learning, what type of job do you prefer? 56 responses @ Online jobs @ Work in an office @ Both are comfartable cERe ry 17)How supportive was your family during online education? 57 responses @ Not at all supportive @ Moderately supportive @ Very supportive DISCUSSIONS 1) Preliminary Information In this unprecedented situation, higher education institutions were found to efficiently use alternate learning methods while eschewing conventional ones. College students were given the prepared questionnaire to use in order to assess their opinions on online classes. All students who have completed their higher education and are pursuing undergraduate or postgraduate degrees are included in this. A total of 57 responses were received from students of various institutions. According to the respondents, 95 % had some form of online classes during the lockdown period. 2) Method of teaching and setting up online classes at home Live video classes were the most popular means of teaching (78.9 %). Recorded lectures were also used (8.8 %) along with assignments, notes, and homework to supplement their studies. As an alternative, many college students claimed that all of the aforementioned techniques were applied. The online courses were set up using Google Meet, Google Classroom, Zoom, and Microsoft Teams in minor amounts, all of which allowed live lectures. Because synchronous online classrooms more closely mimic traditional face-to- face classes, which are essential in higher education, this preference for them may have been explained. Asynchronous learning, which uses recorded lectures, may not be particularly effective since students, especially during this time, feel less monitored and less concerned about their obligation to study. Live classes enable more immediate feedback and real-time engagement, enhancing the dynamic nature of online learning. 3) Level of comfort in online classes When the college students were asked about their learning environment at home, only 1 out of 10 students thought it was better than in the institute. A majority (65 %) reported the situation was not comfortable, and the remaining students felt the conditions were identical. When students were asked to identify the significant challenges faced in accessing online classes, lack of individual attention and socialization, poor internet connectivity (affecting 42.1 %), technical issues (33.3 %), limited data (17.5 %), and lack of practical sessions. Particularly in rural areas of our country, there are many houses without a computer, a smartphone, or an internet connection. The educational system faces a significant problem in ensuring access to online education. 4) Attentiveness and knowledge transfer Two out of three students responded that instruction is not as effective as it was before online classes or that there is not enough information transfer from professors to college students. There are only (26.3)% of students who believed online classes are better. About 68.4 % believed that interaction with teachers was less in online classes and 14. % said there was more interaction, and the remaining reported not feeling much of a difference. College students were also asked to rate how beneficial online classes were for them. Only 7 % felt it was excellent. While 32.1 % said it was good, and 25 % of students said it was poor. This shows that those who find online classes beneficial are greater than those who felt otherwise, keeping aside the people who chose ‘Average’ (35.7 %). In order to properly engage their students in online classes, students in higher education expect their instructors to i. be innovative and come up with new ways to present material ii. facilitate more peer discussions and effective use of chat rooms, and iii. involve more teaching assistants in order to guide and help students with their questions and to make the learning process more stimulating and engaging. 5) Evaluation College students were asked if they would want tests in a particular format or if they would prefer no exams at all. Additionally, students were given the chance to identify any other approach they thought was appropriate. A third said they didn't think they needed to take tests. They cited issues with accessibility, a lack of study materials, a lack of preparation time, and disruptions to the home learning environment as a few of the causes. It would be unfair to people who suffer these problems to accept all of these annoyances as legitimate. 41.1% felt evaluation through assignments should take place, and a combined 16 % leaned towards an objective or open text exams online. Due to the huge enrollment, the main issue for higher education institutions is to develop better and more effective systems of evaluation and grading. It is necessary to switch from memory-based evaluation techniques to open book techniques, which are less common in the Indian Scenario. In order to prevent cheating and other malpractices, new antiplagiarism technologies are also required. 6) Future aspects Even in the midst of the pandemic, 1/5 of all students wanted their institutions to reopen, perhaps out of worry about the time they are wasting rather than doing their coursework. This shows that students believe they are not learning enough. When asked whether online courses may possibly replace the methods of instruction currently used in classrooms, 22.1% of college students agreed in general, while nearly twice as many disagreed. The current circumstance, however, emphasizes how higher education faculty and students need to think beyond the conventional teaching approaches and embrace contemporary technologies. We can only hope that this will help us grasp the potential of online teaching and learning and better utilize technology. It was seen only 19.6 % thought online jobs were more convenient, 33.9 % reported to prefer working in an office and almost 46.4% stating they were comfortable with either. This indicates that respondents as a whole don’t have extreme preference or aversion to the ‘online world’. Recommendations for Improvement Improved Infrastructure The government should invest in better internet connectivity and digital devices for students who do not have access to them. Training for Teachers Teachers need to be trained in online teaching methods to make the most of the available technology and provide a better learning experience for students. Engagement Strategies Educational institutions should develop innovative engagement strategies to keep students motivated and engaged during online classes. Conclusion Although the COVID-19 pandemic hit hard in all areas of life, teachers and students soon continued their journey by creating emergency distance learning platforms with various online collaboration tools, even without a pre-planned course structure or proper training of teachers or instructors. to students about adapting to change. Both the student group and the teacher group mainly supported regular classes. Most felt that regular classes were better in terms of efficiency, communication and overall understanding. Although there are some conveniences of learning teaching at home, various technical problems and extra effort make the process stressful for students and teachers. Although most of the answers were in favor of traditional education, it can be assumed that this was due to the unprecedented conditions and the unpreparedness of teachers and students for the transition to this form of education. With the right initiative, online education can dominate the education sector. The development and widespread use of online learning has always been seen in previous studies and today we have a huge number of options for online courses in every subject and department. There are many advantages to switching to online classes, such as lower travel costs, time savings and access to education in remote locations. Thus, we can expect that online learning will receive the attention and resources it needs to succeed, and that it will play an important role in the future of education. The importance of this study is the deep understanding of the perceptions of teachers and students about online classes, which immediately seeks the attention of the government to alleviate the shortcomings and ensure an effective online learning platform in the future either temporarily or permanently.