Call Us Now

+91 9606900005 / 04

For Enquiry

legacyiasacademy@gmail.com

LIMITATIONS OF ONLINE LEARNING

Why in news?

  • Universities and colleges were in the middle of the second semester of their academic year when the lockdown was enforced.
  • A few universities made hasty arrangements for teachers to continue to hold their classes virtually through video conferencing services such as Zoom.
  • The transition to virtual modes was relatively less difficult for those institutions that had, even prior to the lockdown, adopted learning management system platforms like Blackboard or Moodle.
  • All the above were well-meaning attempts, albeit somewhat impromptu, to keep the core educational processes going through this period.

Strategy to enhance enrolment?

  • It was reported that online education was likely to be adopted as a strategy to enhance the gross enrolment ratio in higher education.
  • This prompts several questions about the appropriateness of what may well be an effective contingency measure to tide over the pandemic crisis to be deployed as a long-term strategy for enhancing enrolment in higher education.

What about those who are on the margins?

  • Higher education today has an unprecedented influx of students who are first-generation aspirants – who have no cultural capital to bank on while struggling their way through college.
  • The margins would have to negotiate through language and social barriers.
  • These students are also from the other side of the digital divide which makes them vulnerable to a double disadvantage if digital modes become the mainstay of education.
  • It is therefore necessary to think deeply and gather research-based evidences on the extent to which online education can be deployed to help enhance the access and success rates.

What learning involves?

  • Acquisition of given knowledge that can be transmitted didactically by a teacher or a text constitutes only one minor segment of curricular content. It is this segment that is largely amenable to online and digital forms of transaction.
  • Learning in Higher Education involves development of analytical and other intellectual skills, the ability to critically deconstruct and evaluate given knowledge, and the creativity to make new connections and syntheses.
  • It also means to acquire practical skills, explore, inquire, seek solutions to complex problems, learn to work in teams and more.
  • All these by and large assume direct human engagement – not just teacher-student interaction, but also peer interactions, including informal ones.
  • However, when we attempt to build this on an Online platform it gets collapsed into largely information-based content when transacted through standard and uniform structures of teaching-learning and examination.

Conclusion

Online learning needs to be understood as one strand in a complex tapestry of curricular communication that may still assign an important central role to direct human engagement and social learning.

Download PDF
December 2022
MTWTFSS
 1234
567891011
12131415161718
19202122232425
262728293031 
Categories