E-learning Insights

In the backdrop of the COVID-19 pandemic lockdown — globally — education has taken a hit due to extended closure of colleges, schools and other institutions.  According to a UNESCO report, the pandemic has forced school closures in 191 countries, affecting at least 1.5 billion students and 63 million primary and secondary teachers.

Due to COVID-19 lockdowns, stringent government orders and extended institutional closure, educational establishments, especially the schools and colleges, have started looking for various alternatives to keep open and run their academic session through E-learning and ‘virtual’ platforms.

Largely, due lack of ‘outdoor’ options, education has moved online. E-learning seems to be the ‘workable’ mode to connect with students to provide the online sessions and carry on schooling. For this, a plethora of digital platforms — WhatsApp, YouTube, Zoom — are being used to connect online. There is no denying the fact that the Covid-19 lockdown has laid an ‘enforced’ dependence on technology, especially internet-based networking sites, to keep different sector’ systems and operations working and functioning. The digital shift seems to be an ‘easy’ solution to help organizations and institution to carry forward their respective works from/at home. Educational institutions are using it provide online classes. Although this might be seen as a ‘futuristic’ way of teaching to many, its long-term impact raises concerns as the rising trend is not a ‘proven’ better way of education. 

UN agencies like UNICEF, UNESCO along with partners have also raised apprehensions over this growing trend. “Millions of children are at increased risk of harm as their lives move increasingly online during lockdown in the COVID-19 pandemic. More than 1.5 billion children and young people have been affected by school closures worldwide. Many of these students are now taking classes as well as socializing more online. Spending more time on virtual platforms can leave children vulnerable to online sexual exploitation and grooming, as predators look to exploit the COVID-19 pandemic,” said UNICEF and partners. In its press release, “they have urged governments, ICT industries, educators and parents to be alert, take urgent measures to mitigate potential risks, and ensure children’s online experiences are safe and positive during COVID-19” and listed out recommendations.

The other bigger concern is that of large number children are being ‘marginalized’, left out or technically signed out’ of this E-learning process due internet access, availability related issues. Reportedly, according to a statistics based on a 2017-18 National Sample Survey, as compared to 42% urban Indian households, less than 15% of rural households have internet. UNESCO and partners have revealed that “half of all students currently out of the classroom – or nearly 830 million learners globally – do not have access to a computer. Additionally, more than 40 per cent have no internet access at home”. “While efforts to provide connectivity to all must be multiplied, we now know that continued teaching and learning cannot be limited to online means. To lessen already existing inequalities, we must also support other alternatives including the use of community radio and television broadcasts, and creativity in all ways of learning,” said UNESCO director general Audrey Azoulay.

Schooling isn’t all about academics or books. All-inclusive learning includes many more activities along holistic physical and mental development. E-learning can be a ‘temporary’ option today but certainly not a ‘long-term’ alternative to the regular school-based education system. E-learning isn’t a sustainable solution?

What is the risk factor and the possibility of opening schools?

- Singh Rakesh Ranjan, Freelance Journalist