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This empirical study examines the challenges faced by students, effectiveness of online learning, roles of teachers and parents, and the future of online education during the covid-19 pandemic in india. The research uses a questionnaire to collect data from college students about their experiences with online classes, including comfort levels, attentiveness, and evaluation of online education.
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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
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.
The purpose of this study is to examine the impact of online education during the COVID- 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.
Education industry has undergone drastic changes during recent Covid 19 pandemic. The study is undertaken to analyses the effectiveness of online teaching on Under graduates during Covid 19 pandemic
1) Preparation of survey questionaries: Totally, four sets of questions were prepared to circulate among the targeted groups and participants could respond to them. The questionnaire would focus on various aspects of online learning and the responses would give the required data for the study 2) Data collection and analysis: After the preparation of questionnaires, the Google Forms were circulated among the groups. This was done through email, WhatsApp, Telegram, and other messaging and social media platforms. All the responses were collected in an excel sheet and visualized as charts wherever applicable. 3) Data interpretation : The responses were analyzed, the various opinions and problems raised by the respondents were complied, compared and interpreted. The interpretation includes the underlying cause of obtained results. The effects it brings up the future predictions and recommendations
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
7) Role of teachers and parents During the pandemic, teachers and parents played a crucial role in facilitating online education for students in India. As schools closed down and classes moved online, teachers had to adapt to new teaching methods and use technology to deliver lessons effectively. They had to ensure that students had access to the necessary resources and provide support to those who were struggling to keep up with the coursework. Parents also had to step up and take on a more active role in their children's education. They had to provide a conducive environment for learning at home and help their children stay motivated and engaged in their studies. They also had to assist with technical issues and ensure that their children were attending classes regularly and submitting assignments on time.
The COVID-19 pandemic has forced the education sector to embrace online learning on a large scale. As we move forward, it is evident that online education will continue to play a crucial role in providing access to education to students across India. However, there are several challenges that need to be addressed to ensure that online education is effective and accessible to all. These include improving internet connectivity, providing access to digital devices, and training teachers to effectively deliver online classes. The future of online education in India also presents an opportunity for innovation and creativity. With the right investments in technology and infrastructure, online education can provide personalized learning experiences to students, enabling them to learn at their own pace and in their own way. There are numerous advantages and potential in online classes for both teachers and students. It is entirely possible to deliver the same quality of education through web-based resources with almost the same level of success. In the current era, it is also vital that students develop technology-based reasoning and communication skills as going online is the new norm be it for education or a job. Virtual classes also have positive impacts on students. It requires them to develop independent and critical thinking, problem-solving, decision making, and time management. Quality of interaction in online classes will increase once teachers can effectively use technology and educational institutions develop their technological infrastructure. This study found a certain amount of stress physically and mentally on both students and teachers much of which can be eliminated by getting used to this mode and by setting up classes in a way that is comfortable to all the parties. Lack of student-teacher communication is also a major challenge faced by students and teachers from both lower and higher strata of education. Proper channels of communication between students and teachers need to be set up so that students can clear their
doubts and have more interaction within the online learning environment. Network connectivity problems also pose a major hurdle for effective communication. Students needs to take advantage of the vast resources on the internet available to them and explore new dimensions of learning. Taking time to learn things in this new way might prove beneficial to them. Perhaps online classes are more challenging for teachers than students as they had to come up with different methodologies for teaching and had to invest more time and effort than teaching in a regular classroom. Developing and creating content that fits in the curriculum as well as engaging students through the virtual environment might prove to be difficult. There also exists a major problem of technological constraints which deepened the digital divide in India. This divide between students who are not able to access the technology and those who have must be brought down. Government colleges in India do not have Wi-Fi facility and 9 million students in government institutions may not be able to access online education due to electricity problems or the unavailability of the smartphone or laptop. Institutes need to have the necessary technologies which will enable the teachers to reach out to their students. Not a single student should be left out of these online classes. Thus, the development of basic technological infrastructure should be made a priority. The pandemic may prove to be useful in reassessing various aspects of the education system. Evaluation methods may be modified to fit the current scenario in a way comfortable to students within the technological constraints. The current situation might help us to focus on the aspect of the importance of quality of education and not the quantity. Governments need to understand the importance of online learning and promote their growth by identifying key areas and underlining strict guidelines that will ensure all students benefit from these methods. The new laws and guidelines could make online education more effective by providing better online platforms and by addressing problems faced by teachers and learners. Higher education institutions need to seize these opportunities to strengthen data monitoring, documentation, and evidence-based practices of the services and programs that are offered to the students. This is also a good opportunity to account for the lack of sufficient literature regarding online learning systems in India. With the reopening of educational institutions still looking like a far- away prospect, the only alternative is to offer online classes. Teachers should find ways to engage students and encourage them to clear doubts. Institutions have a responsibility to make sure they reach out to all their students, address their concerns, and guide them. Even parents should make sure their children participate in these activities. While it might be certainly inadequate, students need to find ways to use the resources available to them in the best possible way. Students have a right to an education that should not be avoided. While there is great potential, in improving this aspect of learning, there seems to be a need for more exposure for students to these technologies and teachers need to find more efficient ways of using them.^3 (^3) A lot of schools all over the world started using video conferencing apps like Zoom, Google Classroom, and/or Google Meet because of the COVID-19 pandemic.
