Topic Name:
Challenges faced in online education
Submitted by:
Chanchal Suresh sambare
MMS (First year)
Janki Devi Bajaj Institute Of Management Studies
INTRODUCTION:
During the covid 19 many institutes opted online mode rather than traditional mode to protect their employees. This poses challenge for students and instructors to adapt the online mode and there were many problems like lack of infrastructure, poor time management, teachers also faced different problems while conducting classes, taking attendance. Teachers and students are having positive and negative perspective towards online education. As there are various problems and transformation as it has increased in number of smartphone users, increase in internet accessibility. physical classrooms have moved to online classrooms. technology is one of the most important for remote learning, students from rural areas faces new challenges as there are less resources, knowledge of technology and internet accessibility. Acceptance of google meet and other platforms played an very important role as that were the medium through which we were learning.
OBJECTIVE
1.To study the challenges faced in online education
Challenges faced by medical students
Nimavat, N., Singh, S., Fichadiya, N., Sharma, P., Patel, N., Kumar, M., . . . Pandit, N. et.al(2021) says that The shift from traditional to online mode created lots of challenges like poor time management, lack of technical knowledge negative attitude towards new technology, student engagement their concentration was necessary, as it was medical education that was the biggest challenge to give medical education online but the safety of students and employee was necessary and online education was the only option. It was difficult to adapt but it was important to identify the barriers and work for success.
Challenges faced by teachers and their perception
Kamal, T., & Illiyan, A. et.al (2021) says that Teachers also faced a lot of problems as some parts of students were having mobiles and internet connection but some were not, it also affected the relationship between students and teachers, it was very difficult to engage and encourage the students to participate and concentrate on online mode.
• Teachers faced problems
a. any problem while conducting classes
b. Students disrespecting and misbehaving during classes.
c. Problem of tracking attendance, internet connection etc.
Positive and negative perception of school teachers on online education
Positive perception- majority of teachers opined that online teaching was flexible and convenient and it was cost effective as travelling was not there.
Negative perception – They were facing problem in communicating and in student retention. It was inconvenient and ineffective, lack of interaction and motivation.
challenges and perception of school students
Mohammed, A. K., Kamal, T., Illiyan, A., & Asif, M. et.al (2021) says that Covid 19 has affected the schools and schools and colleges were closed. There was positive and negative response of students on online education some were facing very difficulties in understanding and scoring marks but some were enjoying and maintaining their record and taking it positively students were having positive and negative perceptions.
Positive perception-majority of students opined that it saved travelling cost and was convenient and flexible improved the technological knowledge.
Negative perception- majority of students opined that it was not comfortable, lack of interaction with teachers. In online it was difficult to stick to schedule because of eye strain problem, low motivation and restrictions from outdoor activities.
Transformation of learning from real to virtual
Yasmeen, S. R., & Nabi, A. et.al (2021) says that as it has increased internet access, use of smartphones, now everyone has started accepting digital learning blackboards are shifted to PowerPoint or Canva. technology is playing an very important role, we have to participate in the opportunities for the open and distance learning. The quality of learning depends heavily on digital access levels and accessibility. We need to ensure learning continuity, increased access and strengthened national lifelong learning programs and capacities.
Availability of technology in rural sector
Dadhe, P. P., & Kuthe, G. D. (2021). Due to pandemic people from rural areas are struggling to get proper bandwidth and uninterrupted electricity supply, The lack of technological infrastructure has made it difficult for many students to adapt the learning. The study also revealed that fear of high cost of data, poor internet services, erratic power supply, inaccessibility to online library resources and limited access to computer were the major perceived challenges to effective online learning.
challenges of online education to parents of primary children
John, M. R., & Manoharan, T. G. et.al (2021) says that the role of parents in assisting the children in online education has thus gained importance and this would be the highest for children of KG and Primary level. And one other important fact is it is really challenging for the parents. The study covered the issues in connection with technical difficulties, stress, time management issues and issues of parents concerned with their child. With children learning from home, parents have to take care of not only their child’s physical and emotional needs, but also academic needs. For working parents, this means an increased workload and high stress levels.
Acceptance of google meet
Rana Saeed Al-Maroof, Muhammad, T. A., Salloum, S. A., Ahmad Qasim, M. A., & Gaber, T. et.al (2021) says that students and teachers have suffered from stress and fear during Coronavirus’s spread. This study offers encouraging alternatives to reduce the effect of fear and enhance students learning process. with the effect of the online platform during the pandemic asserting that the availability of a suitable online platform can help overcome difficulties during the spread of Coronavirus. According to these studies, fear has different forms, such as fear of stress, fear of loss of the academic year, fear of usefulness, fear of satisfaction, fear of usability, etc. All these fears can be reduced when the students are using highly useful technology, convenient and enjoyable.
Reducing student physical interactions
Sing, C. Y., Lai, C. K. Y., Tan, J., & Gooley, J. J. et.al (2021) says that It was another challenge to keep universities open during pandemic so that their will not be any loss of students and they can continue studying. A full transition to e-learning may be necessary during periods of high community disease transmission, especially if government mandated stay-at-home orders are in place.
lack of motivation in e-learning
Rahm, A., Töllner, M., Hubert, M. O., Klein, K., Wehling, C., Sauer, T., . . . Schultz, J. et.al (2021) says that During the COVID-19 pandemic, students experienced social isolation, cancellation of practical training and a general loss of motivation. The challenges of teaching arising out of the unprecedented situation were decisive drivers behind the creation of new innovative e-learning cases. It was reducing the concentration and motivation also because practical knowledge was not able to get.
changes in teaching
Aslam, S., Sonkar, S. K., & Owan, V. J. et.al (2021) says that to slow the spread of COVID-19, one of the major steps is staying at home. These days technology is more useful in our daily life. Thus, all the universities, institutions/colleges have been closed in india and all over the world. During the period of COVID-19 pandemic, in the teaching and learning process internet, online learning, computers/laptop have been essentially used This study proved that mostly Central Universities are providing online classes during the lockdown period and using applications like Zoom, WebEx, Google Meet etc. have been helping the students to learn at home in this pandemic period. It also proved that students are satisfied with the online classes.
CONCLUSION
This study was done from the motive to know the different challenges were faced in online education like the problem of electricity, infrastructure and technology in rural areas. Every age group was facing challenges from primary kid to the teacher. There was various way to learn online different platforms were there though it was not easy to adapt but there was no other option to be safe and continue studying. From this we conclude that we have to face challenges and find the solutions and work on it.
REFRENCES
Aslam, S., Sonkar, S. K., & Owan, V. J. (2021). Changes in teaching and learning in higher education during covid-19 lockdown: A study of LIS students in india. Library Philosophy and Practice, 0_1,1-22. Retrieved from https://www.proquest.com/scholarly-journals/changes-teaching-learning-higher-education-during/docview/2557407405/se-2
Dadhe, P. P., & Kuthe, G. D. (2021). Assessment of availability and use of technology by students for online education during COVID -19 pandemic in rural india: A case study. Library Philosophy and Practice, , 0_1,1-17. Retrieved from https://www.proquest.com/scholarly-journals/assessment-availability-use-technology-students/docview/2564583309/se-2
John, M. R., & Manoharan, T. G. (2021). Covid-19: Online education and its challenges to parents of primary school children in aluva taluk. Turkish Journal of Computer and Mathematics Education, 12(12), 7-17. Retrieved from https://www.proquest.com/scholarly-journals/covid-19-online-education-challenges-parents/docview/2622820208/se-2
Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenge towards online teaching during COVID-19 pandemic in india: An econometric analysis. Asian Association of Open Universities Journal, 16(3), 311-325. doi: http://dx.doi.org/10.1108/AAOUJ-10-2021-0122
Mohammed, A. K., Kamal, T., Illiyan, A., & Asif, M. (2021). School students’ perception and challenges towards online classes during COVID-19 pandemic in india: An econometric analysis. Sustainability, 13(9), 4786. doi: http://dx.doi.org/10.3390/su13094786
Nimavat, N., Singh, S., Fichadiya, N., Sharma, P., Patel, N., Kumar, M., . . . Pandit, N. (2021). Online medical education in India – different challenges and probable solutions in the age of COVID-19. Advances in Medical Education and Practice, 12, 237-243. doi: http://dx.doi.org/10.2147/AMEP.S295728
Rahm, A., Töllner, M., Hubert, M. O., Klein, K., Wehling, C., Sauer, T., . . . Schultz, J. (2021). Effects of realistic e-learning cases on students’ learning motivation during COVID-19. PLoS One, 16(4) doi: http://dx.doi.org/10.1371/journal.pone.0249425
Rana Saeed Al-Maroof, Muhammad, T. A., Salloum, S. A., Ahmad Qasim, M. A., & Gaber, T. (2021). Acceptance of google meet during the spread of coronavirus by arab university students. Informatics, 8(2), 24. doi: http://dx.doi.org/10.3390/informatics8020024
Sing, C. Y., Lai, C. K. Y., Tan, J., & Gooley, J. J. (2021). A targeted e-learning approach for keeping universities open during the COVID-19 pandemic while reducing student physical interactions. PLoS One, 16(4) doi: http://dx.doi.org/10.1371/journal.pone.0249839
Yasmeen, S. R., & Nabi, A. (2021). Transformation of learning from real to virtual: An exploratory-descriptive analysis of issues and challenges. Journal of Research in Innovative Teaching & Learning, 14(1), 5-17. doi: http://dx.doi.org/10.1108/JRIT-10-2020-0052
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