impact of online teaching-learning: analyzing the effects

Impact of online teaching-learning: Analyzing the

effects of covid19 on global learning

Submitted by

Dr.Debjani Sarkar

Associate Professor

Adamas University

Abstract

To keep children studying and to play home, online learning was actively encouraged to

supplement conventional face-to-face learnings during the COVID-19 pandemic. This research

explored the convictions and behaviours of parents about the online schooling of young children

during the COVID-19 pandemic. The majority of parents, i.e. 92.7%, in the study, recorded

online learning during the pandemic and many (84.6%) invested fewer than 1/2 hour per period.

Parents typically differed on the principles and advantages of online schooling and favoured

formal early childhood learning. For three major factors, they prefer to avoid and often oppose

online education: lack of online study, insufficient self-regulation of young children and the lack

of time and technical know-how in support of online children. The challenge created by the

COVID-19 pandemic has rendered it more vulnerable to domestic online learning. The findings

revealed that online schooling is troublesome and difficult for families throughout the pandemic.

The current research illustrates the global effect of the COVID 19 e-learning process. A

protective measure for the transmission of coronavirus infection has been seen as one of the

mitigation steps that culminated in total paralysis of world life. Particularly the fully-fledged

Journal of Xi'an University of Architecture & Technology

Volume XII, Issue XII, 2020

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educational framework and the university curriculum are changed from regular to electronic

learning. A growing array of online courses, seminars, workshops, etc., may be quoted. During

this epidemic, it should be remembered that the planet was entirely relying on IT. To the best of

our understanding, the effect of e-Learning during COVID 19 was scarcely recorded

scientifically. This research is a collection of e-learning resources as well as the potential vision

of information science education. The pandemic COVID-19 overwhelms the workings and

effects of school programmes, some of which have already been stressed in several aspects. All

adolescents, but to various degrees depending on certain elements, such as the country/region in

which they reside, their ages, family histories and the extent to which they can access any

"substitute" educational opportunities in the pandemic, are impacted.

Keywords: Online learning; COVID-19, Global platform, E-learning apps

Introduction: Technology has taken an essential role in the global pandemic scare when the

whole planet sails in the middle of the hurricane. The advancement of technology and the

internet have changed people's lives and have contributed to a massive shift in different fields

[1]. E-learning was found to be an essential instrument to effectively continue the process of

teaching during the lockdown, particularly in the education system. The web is also one of the

critical learning resources that open the path to free or low-cost learning for citizens around the

world [2]. E-learning, especially in the field of digital education, has developed its origins.

Modern learners have a somewhat different requirement, and e-learning has been found to meet

their needs. Artificial intelligence media and values steadily achieve traction across the globe [3,

4]. It is a workaround for learners who, owing to the latest pandemic, are unwilling to use the

conventional educational means. The paper explores the facets and effects of many e-learning



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systems that have taken place worldwide in different fields during the COVID-19 pandemic

crisis.

Young children who are learning online via digital technologies were heatedly addressed

in recent decades policymakers [5, 6, 7]. Plowman, McPake, & Stephen [8, 9, 10, 11] Such

researchers focused on avoiding introducing small children on the Media. Apprenticeship

because small children cannot be socially and ready for school mentally [12, 13, 14, 15, 16, 17]

which would hurt your health and development. The digital verified by Stephen & Plowman,

[18] Learning will allow little children to learn and understand abstract principles. Encourage

them to work together, reason and solve problems. Arnott and Yelland [19] recently proposed

that this change be adopted to avoid moral outcry and digital reconceptualization. Technologies

such as social, cultural and personal objects the life-world of contemporary children will help

them understand the climate [20].

➢ Report of UNESCO

The United Nations Educational, Scientific and Cultural Organisation (UNESCO) is a United

Nations organization that seeks to create peace, combat hunger, and engage in sustainable

development and intercultural dialogue through education, science, culture, connectivity, and

media. UNESCO tracks the policy responses that are deployed to combat COVID-19 and their

effects, such as school closures. They developed an interactive dashboard, seen in Figure 1.



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Figure 1: Interactive dashboard developed by UNESCO.

From February 2020, the dashboard reveals how the number of disabled pupils, the proportion of

students participating in them and the number of national schools closures have grown over time.

The students represented by the data include learners enrolled at the levels of education (levels 0

to 3) pre-primary, primary, secondary and higher secondary education as well as at the levels of

higher and lower secondary education (levels 5 to 8). The details are available freely and are

updated weekly.

➢ Report from the World Bank

The World Bank is committed to poverty reduction, enhanced mutual wealth and

sustainable growth. Similar to UNESCO, they developed an integrated dashboard for

visualizing the influence of COVID-19 on education around the world. This dashboard

shows the status of schools and the number of students impacted in pre-primary,

secondary and tertiary education for each region. The dashboard is based on data from

EduAnalytics that are publicly available and regularly updated. The World Bank



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promotes structural change in order to provide students with the best learning atmosphere

as they return to school.

Figure 2: Screenshot of the World Bank's digital dashboard.

➢ Report from European Data Portal

Everywhere in Europe, digital technology is not as mature. Globally reported 826 million

students to have no household computer access, 706 million do not have home access to

the internet, and a further 56 million do not have 3G or 4G mobile network coverage.

Families without Internet connections face a significant limitation during the recession,

often in low-income families. For starters, 82.2 per cent of households in Africa lack

internet connectivity at home, according to the International Telecommunications Union



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(IPU). Moreover, past health crises, the latest Ebola epidemic, have shown that in

countries where learning outcomes still are poor with high drop-out rates, the effect on

education is likely to be most catastrophic.

In addition to providing Internet access, a quiet place to research and a work

appliance are also necessary. Families who need online schooling for many children can

not have a dedicated computer per child, making it hard to attend all courses. The OECD

released research, which shows that there were significant gaps among socioeconomic

groups based on data from the International Student Assessment Program (PISA) among

15-year-olds. Over 95 percent of students in several European countries record using a

computer for homework. Some 91% state they have access to a peaceful research spot. In

Indonesia, however, for instance, only 34% have a computer, and only 70% have access

to a peaceful place to learn. Figures 4 and 5 are generated on the basis of the data

presented by the OECD to provide a summary of these themes in Europe. Fig four and

figure five demonstrate the number of students aged 15 who are surveyed who have a

computer at home and space where they can learn at home.



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Figure 3 European data portal's interactive map, source: OECD, World Bank.



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Figure 4 Percentage of students of 15 years old in the EU who mentioned finding a quiet

research spot, source: OECD.



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Figure 5 The number of students in the EU who are 15 years old that they have a computer

machine for school at home, source: OECD.

The second dimension is how educational establishments are ready to learn digitally and to how

well teachers are trained for and involved in teaching online. Teachers have to change their

strategies and standards of learning rapidly. They ought to find a means of covering the

curriculum with a radically new instructional approach as far as possible. On average, 65% of

15-year-olds across OECD countries attend schools whose principal suggested in a survey that



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teachers have the technology and instructional skills needed to incorporate digital technologies in

their schooling. Teachers are the secret to effective remote learning. Further teacher preparation

is given to planning distance education adequately by almost 50 percent of the UNESCO

surveyed education systems at all levels of income.

Future of online education: Today, Europe-wide parents, students and teachers respond to the

new trend" of distance education. There are two-time horizons against which improvements can

be observed as the schools continue to reopen. Schools must ensure in the short term that the

correct hygiene and safety steps are taken, parents need to develop morale to permit their

children to return to school and to take into account potential lack of schooling and means of

compensating for it. In the medium term, it was possible to observe possible permanent

improvements in the school systems. This does not only involve adaptation to technology use. It

also allows schools better to recognize the security and safety of student personal data, as

increasing quantities of data are collected regarding the actions and success of the students.

While school closures were initially devastating, they have contributed to examples of

educational innovation over time. There are indicators that the recession will have a lasting effect

on the literacy and digitization trajectory. There are three facets of the World Economic Forum:

The potential improvements are:

Innovation in education may be accelerated by the recession. There is evidence that

online learning can be more successful for those who have access to the internet and the requisite

technologies. In order to promote the effectiveness of the lessons, the educational organization

should introduce new interactive learning options from this knowledge and insights acquired

during the crisis. Potential technologies include smartphones, channels and tools for education.

All seek to help the student learning, emotional reinforcement and engagement of the students



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during the closing times of parents, teachers, colleges and school administrators. See the list

produced by UNESCO of all the national learning sites and tools for samples of current online

services.

PPP could increase in importance. PPPs could grow. Commercial businesses' interest in

education has grown over the last decade. The pandemic could pave the way for cross-branch

partnership on a broad scale to accomplish a shared educational purpose.

Due to the digital split, recent developments could expand disparity in education approaches.

The standard of education relies on internet access, the right technologies and the expertise to

make use of it. This varies dramatically by region, as has already been stated. If education's

success is closely correlated with access to new technology, the digital divisions could

exacerbate.

It is too early to decide whether the implementation of a modern model education

structure with both face-in-to-face and online courses would result in low results and imply a

return to conventional approaches for short-term training for online learning. If the scenario

begins to advance and further statistics on the subject are collected, researchers in the field will

perform a comprehensive study of the greater impacts of the pandemic on education.

Conclusion: Different countries worldwide have implemented a range of options to promote the

schooling sector in this pandemic. In about 96 nations, television broadcasting, internet archives,

tools, guidelines, online networks, video lectures are commonly adopted. E-learning content has

to be significantly increased. Because of COVID-19's abrupt outbreak, time was inadequate,

because the emphasis was on preserving. Continuing education at all expense and in any format

necessary during a global crisis, to guarantee the consistency of e-learning or the online

teaching-learning process. The UNESCO COVID-19 website offers immediate assistance to



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various countries around the world, promoting the continuity of learning and reducing

disruptions, in particular for disadvantaged class purposes. E-learning has turned up as an

opportunity for students and educators worldwide, although they have some obstacles. The

financial recession has highlighted the enormous value of e-learning in the real world today in

particular. Education may have been halted abruptly after the virus' emergence without the

means of e-learning platforms.

The COVID-19 pandemic left the socioeconomic, health, political, educational and

labour implications disastrous for civilization. In the area of schooling, a conceptual change goes

beyond the strictly methodological one. ICT is now a more methodological resource that must be

utilized as a critical remedy. So that the teaching and learning phase is not disrupted and the

instructional training programmes may not collapse, the reality that the educational

administrations must have transmitted the educational system from face to face to online

teaching at real urgency. It was an educational movie, but still, a health measure, as the closing

of schools and online preparation helped avoid the pandemic outbreak.

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impact of online teaching-learning: analyzing the effects

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