In many countries, the children belong to remote villages and do not have facility of computer or Android mobile and internet connectivity. Do you think, the countries will be able provide online education under this situation.
Dear Lokesh,
It depends on how the education system is prepared for the type of situation we have today. Currently, due to the development of the SARS-CoV-2 coronavirus pandemic (causing Covid-19 disease), the importance of using new online media for remote communication is increasing, primarily through the development of e-learning platforms. The development of a pandemic mixes up the increased use of technology in education processes. Because it is recommended or legally required to be at home, so many people work at home by contacting contractors, employers etc. remotely via the Internet. Currently, schools and colleges do not operate in many countries. Pupils and students carry out learning remotely in the form of e-learning. Many people stay at home constantly, leaving the house only for a while to make food and / or medicine purchases necessary for their existence, or to order these products online. All this is necessary to limit the spread of the Coronavirus epidemic. However, on the other hand, this situation is very compelling for many people. Parents now help children in remote contact with school and in implementing learning through e-learning. The implementation of ICT information technologies in educational processes should increase the attractiveness of education for young people and the effectiveness of the teaching process. However, the implementation of ICT information technologies in educational processes will not fully replace the teacher and traditional teaching methods. On the other hand, in special conditions, e.g. small towns, villages with a small number of students, e-learning can significantly support traditional forms of education. Also now in many countries, when the operation of schools and universities was suspended due to the Koronavirus Covid-19 pandemic, the didactic process is continued mainly through e-learning classes. The development of e-learning is largely determined by the improvement of ICT information technologies and online new media. Due to the development of the SARS-CoV-2 Coronavirus pandemic, specific procedures, techniques, recommendations and guidelines regarding specific safety principles are being constantly and constantly improved in many countries to limit the development of a pandemic. For example, a legal recommendation or order to remain in home quarantine. Stationary didactic classes in schools and colleges have now (March-April 2020) been suspended and replaced by e-learning in many countries. Due to the suspension of stationary didactic classes in schools and colleges, classes are conducted remotely, through various new online media through specific forms of e-learning. In this situation, students learn only at home. Due to the above, many areas of activity that were carried out before, before the SARS-CoV-2 Coronavirus pandemic outside of the home, now, unfortunately, must be carried out only or mainly at home depending on the level of recommended or legally required level of restrictions, safety rules etc. regarding home quarantine. It is therefore very important to stay in the quarantine of our home and to carry out our entire activities at home, if possible, because thanks to this we significantly contribute to limiting the development of the epidemic. On the other hand, currently (April 2020) teachers are looking for answers to the following research questions: Is currently one of the key problems in the development of education is to suspend stationary didactic classes in schools and colleges and replace these classes with e-learning? Are the didactic processes carried out in a limited or full scope due to the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease? How long can such a situation digest that all education is implemented remotely through various new internet media? How will the current state of the SARS-CoV-2 Coronavirus pandemic affect learning outcomes? There are many questions that will be answered in the future. However, currently the priority is to limit the scale of development of the SARS-CoV-2 Coronavirus pandemic, and therefore a significant part of the didactic process is implemented in the form of e-learning. Therefore, as part of teacher training programs, it is now important to organize training courses for teachers on the use of modern ICT technologies and the Internet, including applications helpful in conducting e-learning and specialized applications that facilitate conducting classes in specific taught subjects. Trainings organized for teachers in schools are helpful in this respect. Training co-financed by the school and organized in full-time form at schools and in remote form via the Internet. Currently, due to the development of the SARS-CoV-2 Coronavirus pandemic causing Covid-19 disease, the importance of training remotely carried out via the Internet and related to the operation of specific e-learning applications is growing. Many e-learning platforms are used in many schools and colleges to enable classes to be conducted remotely, via the Internet. some schools and universities have developed these platforms before, even a few years before the SARS-CoV-2 Coronavirus pandemic (causing Covid-19). However, the current pandemic has hastened the processes of improving and developing the application of ICT and Internet information technologies in the teaching processes of schools and colleges. Platforms enabling the implementation of passive e-learning, i.e. mainly by sending teaching materials by teachers to students, have already been developed at many universities. In some schools and universities, e-learning platforms were also developed that enable the implementation of the didactic process in real time online, i.e. through remote communication of teachers with students in a multimedia communication formula (with voice and image in real time, two-way online communication). Currently, due to the SARS-CoV-2 Coronavirus pandemic, the development of this type of e-learning platforms and their use in the teaching process has increased. In view of the above, there is currently a rapid increase in the use of ICT, Internet technologies and certain Industry 4.0 technologies in the application of teaching processes in a remote form via the Internet. More and more teachers and students use e-learning applications and platforms through which online, real-time online classes are conducted remotely (e.g. ZOOM, Google Meet, Microsoft Teems, ...). Mobile devices enabling access to the Internet, i.e. mainly smartphones, are increasingly used for this purpose. Therefore, the scale of mobile learning is growing. E-learning can be implemented in a passive and / or active formula. As part of passive e-learning, teachers send specific tasks, didactic materials, instructions, homework, project topics to be implemented to e-learning platforms, etc. As part of active e-learning, teachers and pupils or students participate in online classes in real-time using applications and Internet communicators such as ZOOM, Google meet, Ms Office Teems, Skype and others. In connection with the above, currently (March-May 2020) there is a dynamic increase in the use of ICT, Internet technologies and certain Industry 4.0 technologies in the application of teaching processes in a remote form via the Internet. The process of improving didactics implemented remotely via the Internet should also be carried out after the SARS-CoV-2 Coronavirus pandemic has expired, since a similar pandemic cannot be ruled out in the future. Therefore, the above questions should be answered and education systems better prepared for such an eventuality.
Greetings,
Dariusz Prokopowicz
Dear Lokesh,
It depends on how the education system is prepared for the type of situation we have today. Currently, due to the development of the SARS-CoV-2 coronavirus pandemic (causing Covid-19 disease), the importance of using new online media for remote communication is increasing, primarily through the development of e-learning platforms. The development of a pandemic mixes up the increased use of technology in education processes. Because it is recommended or legally required to be at home, so many people work at home by contacting contractors, employers etc. remotely via the Internet. Currently, schools and colleges do not operate in many countries. Pupils and students carry out learning remotely in the form of e-learning. Many people stay at home constantly, leaving the house only for a while to make food and / or medicine purchases necessary for their existence, or to order these products online. All this is necessary to limit the spread of the Coronavirus epidemic. However, on the other hand, this situation is very compelling for many people. Parents now help children in remote contact with school and in implementing learning through e-learning. The implementation of ICT information technologies in educational processes should increase the attractiveness of education for young people and the effectiveness of the teaching process. However, the implementation of ICT information technologies in educational processes will not fully replace the teacher and traditional teaching methods. On the other hand, in special conditions, e.g. small towns, villages with a small number of students, e-learning can significantly support traditional forms of education. Also now in many countries, when the operation of schools and universities was suspended due to the Koronavirus Covid-19 pandemic, the didactic process is continued mainly through e-learning classes. The development of e-learning is largely determined by the improvement of ICT information technologies and online new media. Due to the development of the SARS-CoV-2 Coronavirus pandemic, specific procedures, techniques, recommendations and guidelines regarding specific safety principles are being constantly and constantly improved in many countries to limit the development of a pandemic. For example, a legal recommendation or order to remain in home quarantine. Stationary didactic classes in schools and colleges have now (March-April 2020) been suspended and replaced by e-learning in many countries. Due to the suspension of stationary didactic classes in schools and colleges, classes are conducted remotely, through various new online media through specific forms of e-learning. In this situation, students learn only at home. Due to the above, many areas of activity that were carried out before, before the SARS-CoV-2 Coronavirus pandemic outside of the home, now, unfortunately, must be carried out only or mainly at home depending on the level of recommended or legally required level of restrictions, safety rules etc. regarding home quarantine. It is therefore very important to stay in the quarantine of our home and to carry out our entire activities at home, if possible, because thanks to this we significantly contribute to limiting the development of the epidemic. On the other hand, currently (April 2020) teachers are looking for answers to the following research questions: Is currently one of the key problems in the development of education is to suspend stationary didactic classes in schools and colleges and replace these classes with e-learning? Are the didactic processes carried out in a limited or full scope due to the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease? How long can such a situation digest that all education is implemented remotely through various new internet media? How will the current state of the SARS-CoV-2 Coronavirus pandemic affect learning outcomes? There are many questions that will be answered in the future. However, currently the priority is to limit the scale of development of the SARS-CoV-2 Coronavirus pandemic, and therefore a significant part of the didactic process is implemented in the form of e-learning. Therefore, as part of teacher training programs, it is now important to organize training courses for teachers on the use of modern ICT technologies and the Internet, including applications helpful in conducting e-learning and specialized applications that facilitate conducting classes in specific taught subjects. Trainings organized for teachers in schools are helpful in this respect. Training co-financed by the school and organized in full-time form at schools and in remote form via the Internet. Currently, due to the development of the SARS-CoV-2 Coronavirus pandemic causing Covid-19 disease, the importance of training remotely carried out via the Internet and related to the operation of specific e-learning applications is growing. Many e-learning platforms are used in many schools and colleges to enable classes to be conducted remotely, via the Internet. some schools and universities have developed these platforms before, even a few years before the SARS-CoV-2 Coronavirus pandemic (causing Covid-19). However, the current pandemic has hastened the processes of improving and developing the application of ICT and Internet information technologies in the teaching processes of schools and colleges. Platforms enabling the implementation of passive e-learning, i.e. mainly by sending teaching materials by teachers to students, have already been developed at many universities. In some schools and universities, e-learning platforms were also developed that enable the implementation of the didactic process in real time online, i.e. through remote communication of teachers with students in a multimedia communication formula (with voice and image in real time, two-way online communication). Currently, due to the SARS-CoV-2 Coronavirus pandemic, the development of this type of e-learning platforms and their use in the teaching process has increased. In view of the above, there is currently a rapid increase in the use of ICT, Internet technologies and certain Industry 4.0 technologies in the application of teaching processes in a remote form via the Internet. More and more teachers and students use e-learning applications and platforms through which online, real-time online classes are conducted remotely (e.g. ZOOM, Google Meet, Microsoft Teems, ...). Mobile devices enabling access to the Internet, i.e. mainly smartphones, are increasingly used for this purpose. Therefore, the scale of mobile learning is growing. E-learning can be implemented in a passive and / or active formula. As part of passive e-learning, teachers send specific tasks, didactic materials, instructions, homework, project topics to be implemented to e-learning platforms, etc. As part of active e-learning, teachers and pupils or students participate in online classes in real-time using applications and Internet communicators such as ZOOM, Google meet, Ms Office Teems, Skype and others. In connection with the above, currently (March-May 2020) there is a dynamic increase in the use of ICT, Internet technologies and certain Industry 4.0 technologies in the application of teaching processes in a remote form via the Internet. The process of improving didactics implemented remotely via the Internet should also be carried out after the SARS-CoV-2 Coronavirus pandemic has expired, since a similar pandemic cannot be ruled out in the future. Therefore, the above questions should be answered and education systems better prepared for such an eventuality.
Greetings,
Dariusz Prokopowicz
I think methodologically it could be possible. For every level of the school system, there ways to make programs and contents available. But the the difficulties remains that in some context, the logistic and material means to do that are not avalable. Which is dramatic in increasing the gap between developped and developping countries.
Thank you very much Dariusz for your thoughtful, relevant, comprehensive and comprehensible answer.
For remote areas without any Internet connection may be able to have specific programmes in television channels. In this case, it should come from the education ministry effort. However, this is in the case the students have televisions at home. Thus, poor students may need to be located at certain hostels provided by the ministry in order to allow access to at least the television channels planned for them if no Internet access at the hostels. While now we are in the COVID-19 pandemic period, SOP should be followed by the students at that particular hostels.
Thanks a lot Franklin, Shahida and Adasa for your beautiful answers.
Yes it is indeed possible to introduce online learning, but the challenge has always been connectivity. Again, the term online and e-learning are usually used interchangeably which sometimes confuses people without IT background. With the environment that you have described, it is best to promote other alternative e-learning which can be achieved with less or no connectivity
Dear Lokesh Prasad Dash,
Online education is often intended as a complement to support ordinary in-class education. In addition to the availability of technology to support this form of education, one should also consider the ability of intended students to benefit. Some students with special needs might not be able to achieve academic goals without strong support from their parents. This might also raise some doubts about the efficiency of online education among students with parents that might not have the necessary skills to support their kids with their education. The following article might be a good source of information on the challenges and opportunities of online education for children:
Article UK Children Go Online : final report of key project findings
Best regards
Gideon
With great co-operation and management by the authorities and education provider, it is possible. The proper planning and centralized monitoring is required as its very challenging for the teacher/educators to focus on every single students to ensure that no one is left behind, as part of risk management in online stipulated teaching and learning. Meanwhile, all teachers/educations also should take this opportunity to foster the teaching skills using the right pedagogy and make use of the available technology.
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