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Online education has arrived in schools and other institutions in all over the world. And nobody’s ready for it. The problem isn’t just that school systems shuttered by the coronavirus pandemic suddenly face the huge challenge of improvising home-schooling routines on an unimagined scale. Students everywhere lack access to online tools, mainly in the rural areas and in the under developed or developing countries like India where people are unaware of such modern tools and also doesn’t have access to it . Many can’t afford them. And even where poverty isn’t the main barrier, few schools have developed a sophisticated digital capability.
The promise of a technology revolution that would customize quality education to each student’s needs was sidelined early on by efforts to use technology to undermine unions, replace teachers and increase class size, alienating many educators.
As schools and colleges gather students in virtual meetings using Zoom or Google Classroom, one key obstacle to online education has come into sharp focus: The shortage of computer access and internet connections in high-poverty urban centers , where about 15 percent of students lack computers or internet access, and in rural areas. an international comparison of 15-year-olds in 31 countries found that “where it is more common for students to use the internet at school for schoolwork, students’ performance in reading declined.” Fostering person-to-person connections using apps like Zoom and Google Classroom are especially important now. Teachers accustomed to dominating classroom discussions will find that difficult.
Instead, with standardized tests suspended and test-prep pressures eased, teachers can assign independent or small-group projects using phone and video for feedback. Even in online exams , malpractices have increased in comparison to offline exams and ultimately it results in nothing, nothing productive. So at the end the student learns nothing which is completely useless.
There are, however, challenges to overcome. Some students without reliable internet access and/or technology struggle to participate in digital learning; this gap is seen across countries and between income brackets within countries.
For example, whilst 95% of students in Switzerland, Norway, and Austria have a computer to use for their schoolwork, only 34% in Indonesia do, according to OECD data. For those who do have access to the right technology, there is evidence that learning online can be more effective in a number of ways.
Some research shows that on average, students retain 25-60% more material when learning online compared to only 8-10% in a classroom. This is mostly due to the students being able to learn faster online; e-learning requires 40-60% less time to learn than in a traditional classroom setting because students can learn at their own pace, going back and re-reading, skipping, or accelerating through concepts as they choose.
Nevertheless, the effectiveness of online learning varies amongst age groups. The general consensus on children, especially younger ones, is that a structured environment is required, because kids are more easily distracted. To get the full benefit of online learning, there needs to be a concerted effort to provide this structure and go beyond replicating a physical class/lecture through video capabilities. Major world events are often an inflection point for rapid innovation – a clear example is the rise of e-commerce post-SARS.
While we have yet to see whether this will apply to e-learning post-COVID-19, it is one of the few sectors where investment has not dried up. What has been made clear through this pandemic is the importance of disseminating knowledge across borders, companies, and all parts of society. If online learning technology can play a role here, it is incumbent upon all of us to explore its full potential!
- Atreyee Panja
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