Sanen Imchen
Dimapur
The COVID-19 pandemic has become a catalyst for the education sector to search for innovative solutions in a relatively short period of time. The education sector is generally known for its slow pace of change with centuries-old, lecture-based approaches to teaching, entrenched institutional biases and outmoded classrooms. But the pandemic has transformed the centuries-old, chalk–talk teaching model to one driven by technology.
With schools closed through the forced lockdown, teachers and students have had to make the quick transition to remote learning. These changes may have caused a certain degree of inconvenience, but they have also prompted new examples of innovation to support the continuity of learning. Schools and teachers have adapted various online platforms to bring learning to children.
It is too early yet to assess whether these developments will have long-term impact on education systems. But there are clear signs that suggest that online platforms could have a lasting impact on the trajectory of learning and digitization. We need to consider these lessons carefully for the future, keeping in mind both the potential and the shortcomings.
Online learning can be conducted in different ways
Online education could be conducted in two ways. One is through the use of reading matter and recorded classes, which does not involve interaction with peers or teachers. The other is via live online classes conducted as webinars or sessions on zoom or other platforms. While the former is considered as an asynchronous learning tool, the later is considered as synchronous learning.
While using online tools, teachers have to find ways to interact with students, similar to the personal one-to-one interactions that take place in conventional classrooms. A typical online class, for example, through the Zoom platform would provide a synchronous experience that ensures any student can speak up at any time, and be seen and heard by the instructor. Here the real-time personalities of students and the instructor can emerge and interact. The students also have access to virtual hand raises which the teacher can see and immediately respond to. The teacher can incorporate access to whiteboards, slides and materials that may enrich the classroom transaction. There are also options of breaking into groups for in-class small group discussions that can be observed by the teacher.
Studies have shown that for productive learning to happen in online classrooms, synchronous learning has to be backed and complemented by asynchronous learning such as sharing offline activities in google classroom or whatsapp.
Focus on up skilling teachers for online platforms
Innovative developments to keep learning going during the Covid-19 pandemic have shown that teachers can be greatly adaptable and creative when situations demand. Many teachers who were comfortable in their traditional classroom settings have now made that big leap into the world of digital classroom within such a short span. Customizing resources to suit online classes, finding new tools to enhance children’s online experience, constantly attending webinars to enhance their skills - teachers are now exploring and experiencing this new world of technology. Creativity and innovation have no set boundaries. However a change in pedagogy can be brought about only when there is a willingness to embrace it, and invest in it, both on the part of school leaders and the teachers. Education institutions that have adapted sooner to this new mode of learning have seen a smoother transition and lesser disruptions in their learning curve.
Online platforms have potential to enhance learning in classrooms
Online classes provide opportunities for developing innovative ways to enhance learning in classrooms. From easy access to guest speakers via digital platforms, to successful learning tools of simulation and gamification, all can bring an enriching perspective to the learning and teaching process. This is, in fact, an ideal time to experiment and deploy new technologies to bring about digital transformation in education.
Certain features of online education can enhance the learning experience of students. According to an article ‘Physical Review - Physics Education Research’ published by Greg Kestin and his colleagues at Harvard University, online videos were more effective than live demos in illustrating scientific concepts to students. In a live physical classroom, the learning largely depends on the gap between what the instructor had intended and the observation of the student, where faulty observation may reinforce the students’ misconception. With online videos students have the option to replay and review. Additionally, in a video, the teacher can channelize students’ attention and promote understanding by using multimedia tools, like pointing with a cursor, providing audio or textual commentary, using animation and slow-motion.
Online learning also provides perfect platform for imaginative education approaches like ‘flipped classrooms’. In flipped classroom, teachers share the work before the class through assignments or recorded videos and class time is used up for active learning and problem solving activities.
Modern debate over instructional design often pits two prominent pedagogies against each other - Sage on the Stage vs. Guide on the Side. The Sage on the Stage model refers to the traditional lecture-based approach to teaching, while the Guide on the Side model focuses on an instructor-guided active learning process. Research shows that students learn more when they are engaged. And classes that utilize active learning methods have proven better at improving student outcomes, particularly when it comes to STEM (Science Technology Engineering Mathematics) education.
Lessons learned from The Maple Tree School experience
Recently, an internal survey was conducted by The Maple Tree School among its students, parents and teachers to gauge how effective remote learning is being perceived. The survey indicated that most of the parents are satisfied with the steps taken by the school to ensure virtual learning through on line classes. Many parents indicated that their wards are coping well and have made the transition to online classes satisfactorily and are able to attend the classes quite independently. It also indicated that online classes have pushed majority of students towards more independent learning and effective time management. In addition, for most of them, Self Reflection Forms shared through Google forms at the end of each day enabled students to clear their doubts and recap the day’s learning. Many of the Maple Tree School teachers, despite little experience in online teaching, were able to transition to online classes successfully, although this is still a work in progress. Some of the issues they faced were time management, gauging student engagement and handling digital tools. However, all could execute their lessons through the online platform quite satisfactorily.
Shortcomings of online learning
It has to be said here that online classes are not without its fair share of critics and many of the concerns are valid. Connectivity issues, access to technology, excessive screen time, being technologically challenged, are some of the common concerns. Ashish Rajpal, CEO and Founder of XSEED Curriculum Partners, says while concerns maybe many, there is a need to treat them as regrettable constraints much like the sidelines of a football field; the goal being the success of the child. Good teaching should be the heart of education.
Further, there is a general consensus that online classes cannot replace traditional classrooms. Many of the traditional classroom practices like face to face interaction, development of interpersonal and social skills, free flow discussions, group learning and most importantly the humane touch – personal mentoring, are essential for the development of a student. This may not be achieved seamlessly in an online platform. Online learning requires intense self discipline on the part of the students to complete the work and studies on time. There are also concerns that students have increased workload while learning online.
Notwithstanding these challenges, there is a growing realization that technology, if used wisely, can play a powerful role in the teaching learning process. Technology is a great leveler. Ten years ago internet connectivity was a luxury of the privileged. Today smart phones and tablets allow us to shed the shackles and lay a new world of opportunity literally in the palm of our hand. It is only a matter of time lesser bandwidth, connectivity or access to technology will become a thing of the past much like the ‘dial up’ internet connections of the past.
The way forward
Technology alone cannot make learning engaging. In order to leverage online systems, schools need to map their curriculum with an intention to strike a balance between traditional face-to-face teaching and online learning to complement each other. Instead of replacing formal education with online education, they can be merged together to create a more effective, efficient and interactive learning experience. It is here that a new blended model of education will emerge and online education will eventually become an integral component of education. Once this current pandemic shows signs of abating, a blended model of education will probably be the way to go forward till schools open up fully.
We live in an ever changing world ripe with new possibilities. The scope and reach of online education has the potential to reach far greater horizons than ever imagined. The COVID-19 pandemic has provided an opportunity to remind ourselves of the skills we, as educators, and our students need in this unpredictable world - innovation, creativity, informed decision making and above all adaptability. There is a need to blend the lessons of the past with the technology of the future to truly transform education, giving our students the ability to think, learn and evolve, no matter what the challenges of tomorrow bring. And be able to unleash their potential despite the challenges.
(The writer is the Founder and Director of The Maple Tree School, Dimapur)
