Developing countries adopted online learning just because of pandemic and most probably those nations opt-out from online learning and teaching after the situation settled down. So, what kind of variables could be studied to know about what kept online classes still alive in developing countries?
التعليم عن بعد كتجربة مرتبطة بالازمة تعطي خلاصة مهمة لمحتوى اليقظة والذكاء في ادارة وتسيير الازمات وتعطي خلاصة مهمة لاهمية البنية التحتية الازمة لذلك
As an online (OL) teacher with DiploFoundation for 22 years, may I respond?
1. A growth in OL pre-dates the pandemic. When MFA personnel are deployed around the world (typically half or more of diplomats), OL methods are superior to bringing all of them to one place for on-site training. 2. If OL classes bring in participants from different countries (as at Diplo), there is additional gain via mutual learning within the class. 3. Given that OL teaching is a slower process (at Diplo, each lecture text is chewed over for a week; all our courses are part-time, a time commitment of 8 hours per week). That embeds the learning much better than onsite training for a few days.
We do need an objective comparative study to bring out all the OL benefits.
Thanks and good wishes,
Kishan S Rana
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