Granting that the government through the Department of Education is ready to face the challenges of having an online system of education, and a blended mode of learning in those provinces which are not or slightly affected by the Pandemic Corona Virus-19, are the parents and the students ready to embrace that sudden shift of teaching-learning system? Is it really wise to push through with the opening of classes this August 2020?
Those who are having this kind of situation in other countries, can you please share on this matter?
No, our country India is not fully prepared to face the challenges of online classes as nearly 35 percent villages do not have good internet connectivity. About 47 percent people do not have either laptop or smartphones. So, it is not possible to continue with online classes in our country.
Finland is ready to face the online teaching. It was not uncomplicated and a lot of work for the teachers. However, Covid-19 brought about the necessity to take it into use. here is one of our paper on online platforms.
Yes. there is a lot done in terms of pedagogical preparation, and adaptation of on-line teaching and learning strategies.
India is struggling to some extent to deal with the online model of teaching-learning. Many remote areas are still not connected with the high-speed internet and many students are not still having individual access to their own devices. But with the help of the government machinery and industry-academia support, there is a visible change in the digital aptitude of the students and teachers.
Let us admit, this has been a very taught time for governments to rethink how education should be structured. My government has been engaging children through radio and television lessons. The process of online and blended lessons are going on. The major question that remains unanswered is "how will we cater for the poor who cannot afford each of the modes being proposed". Discussions ongoing.
good greeting ...
Here we must start by conducting research and studies, mobilizing all possible efforts, restricting capabilities, and starting again with new educational blood, so that it may contribute to solving the problem and start a step forward to overcome the problem of Virus Colonna and its impact on education. Thank you ...
Yes , NZ is doing well in online teaching and some universities do even offshore online teaching , students perceptions differs between qualitative classes and quantitative classes
Yes, Kosovo government decision is still pending, but its more likely that distance and online teaching will be the challenge this Setember. Since the last school year our government has been engaging children mainly through distance learning (television) lessons. There are engagements to organise online and blended lessons. But as the last semeste we had 10% of all scholl chidren not attending major chalenge will be "how engage the poor who cannot afford having smart devices, computers, even internet or TV.
We had our online class pilot testing and pupils had a hard time entering the class via Google meet and quizzes via Quizizz and Kahoot apps. Almost all pupils do not have laptops which will be essentially used in downloading and uploading activities and tasks in the Google classroom. The Philippines‘ still not ready for e-learning.
Our education system is not yet ready for online learning. Most of out communities are very poor and they cannot afford the appropriate gadgets. Network coverage and the high cost of data is also a hindrance to the readiness of the education system
Sorry to say, but the Czech wducational system is not ready. It is as strong as the wealest parts of the chain which are teachers with more than 30 years of practice. The ministry does not have any leverage to change their practice as we’ve been experiencinb a serious teacher shortage.
Efforts are made to make the Educational System in India to face the challenge of online learning. Even today there was a Day 2 Web Conference
Theme 2: Student Empowerment - Focus on Skills and not the Content
National Web Conference on CATHOLIC EDUCATION IN COVID AND BEYOND.
I see that the educational system in my country is on an ongoing journey getting prepared to face the challenge of online learning especially during this Covid-19 global pandemic.
In Malaysia, due to ICT policy, all academic institutions and all organizations have been using technology, internet, intranet to communicate among faculty and facultya nd students many years back, thus, I assumed from the technological perspective both faculty and students are somewhat ready for onlien teaching and learning. In my institution, faculty taught each other about different learning platforms (MOODLE, Zoom, Webex, Google Class room, MS Team, MS form, ) just after the announcemnt of MCO. My University arranged a session for facutly to learn from MS company about MS team. Faculty keep on sharign expereicnes, challenges and work out to solve the problems online durign MCO, CMCO. Students are helping each other.The most challenging part is giving students an alterantive opportunity to compensate the missing clinic attachment and learning from patient. I observed that faculty are very reluctatn to do assessment online and I realized there is a trust issue between faculty adn students . Internet connectivity is good enough to do online learning in many states of Malaysia with a few exceptonal cases. Still Internet connectivity hinder individual faculty and student for the teaching learning. Faculty have to pay attention on the metal wellbeing of their students, colleagues and themselves in this crisis. We have to pay more attention on absentees that may related to physical and mental illnesses. Online teaching and assessment skills gradually developped in faculty but students' academic motivation can be influenced by many factoers thus edcuators need to understand that .
In Oman the higher educational institutions are ready to to apply online learning as academic faculties the use internet and educational technology and already trained in spring and summer semesters ton utilize online learning. Moreover, all institutions have Blackboard, Moodle platforms, and Microsoft Teams and use them effectively in the last semester.
I would have to offer the view that schools in the UK are not currently well placed to deploy and develop e-learning. Between 1997 and 2010 the UK government invested heavily in ensuring that three key elements to facilitate e-learning were in place: 1. Adequate equipment and network infrastructure. 2. The development of curriculum content and assessment mechanisms aligned to the affordances of digital technologies. 3. Significant investment in training and development of teachers in the use of e-learning tools. Whilst this did not “transform” education it did ensure that schools were equipped and ready to develop a blended approach to learning. See - E-Learning policy and the “transformation” of schooling: a UK case study https://www.researchgate.net/publication/279927229_E-Learning_policy_and_the_transformation_of_schooling_a_UK_case_study
Sadly this effort and energy was lost in 2010 with a new government which enacted a program of educational ‘reform’ which reversed many of the gains made in previous decades. This government: a) Cut IT related funding programmes leaving schools with budget shortfalls with implications for their capacity to support their existing IT infrastructure. See E-learning funding for schools: A policy paradox? https://www.researchgate.net/publication/229604275_E-learning_funding_for_schools_A_policy_paradox
b) Removed the teacher training requirement for all new teachers to demonstrate a capacity to use e-learning tools for teaching and learning.
c) Closed the British Educational Communications and Technology Agency BECTA which had supported e-learning through research and development.
d) Moved to a ‘fact based curriculum’ assessed only by written examination and delivered through “traditional teaching”.
More specifically the ‘reform’ of the schools subject ICT to Computing has resulted in many pupils focussing on the technology itself e.g. programming and binary arithmetic and neglecting vital e-learning skills. See Computing: What are pupils being taught at Key Stage 3? https://www.researchgate.net/publication/339536481_Computing_in_the_school_curriculum_a_survey_of_100_teachers
As the above educational ‘reforms’ have been implemented and children outside schools have become increasingly engaged with web 2.0 and social media the UK has seen a growing ‘digital dissonance’ between pupils’ capabilities and digital engagement outside school and their encounters with ‘traditional learning’ inside school. See Learners' Use of Web 2.0 Technologies In and Out of School in Key Stages 3 and 4 https://www.researchgate.net/publication/279479435_Learners'_Use_of_Web_20_Technologies_In_and_Out_of_School_in_Key_Stages_3_and_4 and See Beyond Web 2.0: Mapping the technology landscapes of young learners https://www.researchgate.net/publication/227634394_Beyond_Web_20_Mapping_the_technology_landscapes_of_young_learners
Based on the above I would offer that as the UK struggles to cope with the lockdown of schools and the need to support pupils with e-learning we have found ourselves with insufficient infrastructure, little training for teachers and no national e-learning strategy.
I mentioned higher education inistitutions but k-12 schools not ready yet for online learning.
Brazilian public education, being a continental country, suffers from the lack of structure and technology necessary for remote classes; many teachers in the most distant regions of the metropolises do not have a computer or an internet network at home, and the same occurs with more than 53% of students in the country. The government is not trying to solve these basic problems so that all children and teachers can have access. Many teachers do not have the domain (lack of training) to use the environments and develop classes and activities online and most of the students' parents do not have access, they do not have the domain to help their children, not to mention that most parents have no schooling. enough to help in learning your children's school content. Some experiences of some states and some municipalities is the distribution of printed activities for those who do not have access to the online platform. Every week the student or parents look for activities to do and deliver next week. However, there is no teacher who teaches but who answers the questions that students have, but it is not a guarantee of learning. Recent research has shown that young people are increasingly absent from studies, do not access platforms, do not return, do not do activities ...
Online teaching is slightly a new concept in my country. From independence the Ministry of Education emphasized on face-to= face teaching. On line teaching faces a big challenge due to poor internet connectivity and lack of android gadgets among the students. I would be glad if i get a donor to help my students.They are very willing to engage online but poverty is a challenge
I don't believe that we really teach maths online. Many difficulties and disadvantages. No system is ready for this kind of quality teaching. Personal interaction is the best way of teaching
It is ultimate COVID-19 is now part of the living, however, Ghana's education system is not ready for the online system.
Not to talk of the cost of internet as well as bad connection, most students and teachers alike ineffectively make use of the video conferencing apps. This especially affects the sciences and mathematics as most teachers in this field are unable to deliver effectively
In the Dominican Republic, we are not fully prepared to face this challenge because of, among others, the following reasons:
- We do not have stability in the national electic system that guarantees this.
- We pay one of the most expensive Internet fees of the region, with a tax burden that reaches up to 30%.
- Most of the teachers still do not understand the pedagogical model of vitual education that sets us as mediators between the students and the knowledge.
In Malaysia, I would say that we are partially ready to accept the change in mode of learning. More of the tertiary level education are adopting to the online learning to cater to the Covid 19 pandemic crisis as compared to the primary and secondary school levels. This is probably because at tertiary level, online learning has been used as supplementary teaching mode throughout the past decade (30% online: 70% face-to-face). So, converting the mindset to change to 100% online may not be that difficult as compared to those who had not done it at all at the secondary and primary levels.
No, our country India is not fully prepared to face the challenges of online classes as nearly 35 percent villages do not have good internet connectivity. About 47 percent people do not have either laptop or smartphones. So, it is not possible to continue with online classes in our country.
Gentle researchers I share a little pre-print technical report about the possible evolution of post COVID19 school. I hope this is useful for this topic. Have a nice week. --sv-- Technical Report Post-COVID19 pandemic school ecosystem: AR/VR classrooms as ...
A very good sharing with sound theoretical content and praiseworthy practical suggestions on the possible evolution of post COVID 19 ?School, Salvatore Vicidomini - Teresa Joseph
We are going through an unprecedented crisis in the field of education. India hs started experiencing the COVID 19 impact a little later than the European countries and China. But now the Indian system of education has taken up the online teaching-learning very seriously. a very inclusive approach is being observed as teachers are going through rigorous training sessions and institutes are reaching out to the students of all the classes. Many new innovations are also being tried as in the state of Maharashtra the entire school learning ( for a specific section) is shifted to the medium of television which has larger penetration than other digital devices.
I do agree with Preeto Oza mam
India is facing a tough challenge as far as learning -teaching is concerned.
E learning is the only choice at this pandemic situation though a large number of students especially in rural belts are deprived of this learning system due to various factors main being poverty.
Coming days will be witnessing blended teaching, no doubt.
At present we need to go with whatever best available and best possible for the entire student community. @ Jessie mam
I'd want to believe that; while it may favour some subject areas, the physical Sciences may be at a greater disadvantage. Taking for instance Mathematics as opined by @Nick Alexiou. Physics, chemistry and biology may not be left out in this regards; as facial interaction is the best mode of teaching and learning.
The subsaharan Africa will definitely be affected most. This is a present day challenge to every nation. However, it's impact varies from geographical locations as the case may be.
In Indonesia only a fiew institute and class using online learning. Most of them needs more investment of resources and capital to develop online class
In India, more than 70 percent institutions are not ready to face the challenge of online learning. For this reason, the state governments of some states have already directed the teachers to reach the villages and teach the children there only. Online education is not being preferred.
Dear Jessie Quierrez we have a paper on the subject. It might interesting to you
Article Implications of Zoom and Similar Apps on ‘Flip-class’ Outcom...
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