COVID-19, online teaching, and deepening digital divide in India

Mishra, Swasti Vardhan

doi:10.31235/osf.io/wzrak

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…In this viewpoint, Punit and Qz.com (2020) reported that online classes amid lockdown have been an awful experience for teachers. A survey conducted by QS IGAUGE found that India's technological infrastructure has not achieved a state of quality to ensure the sound delivery of online classes to students (QS-ERA, 2020) Mishra (2020) has also raised the concern for the digital divide and infrastructural dimensions for teaching through online education platforms in India Recently, many authors have conducted the research to address the problems related to online teaching and learning during COVID 19, but most of the studies have addressed the problem faced by students; ignoring the problems faced by teachers. Only a few authors have addressed the challenges faced by teachers in online teaching and learning.…”

Section: Review Of Literaturementioning

confidence: 99%

Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments

Joshi

Vinay

Bhaskar

2020

ITSE

281

211

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Purpose In India, the COVID-19 outbreak has been declared an epidemic in all its states and union territories. To combat COVID-19, lockdown was imposed on March 25, 2020 which has adversely affected the education system in the country. It has changed the traditional education system to the educational technologies (EdTechs) model, where teaching and assessments are conducted online. This paper aims to identify the barriers faced by teachers during online teaching and assessment in different home environment settings in India. Design/methodology/approach Interpretative phenomenological analysis (IPA) of qualitative research methodology has been used in this research. The study was conducted among the teachers working in the government and private universities of Uttarakhand, India. Semi-structured in-depth interviews were conducted among 19 teachers to collect data regarding the barriers faced by them during online teaching and assessment. ATLAS.ti, version 8 was used to analyze the interview data. Findings The findings revealed four categories of barriers that are faced by teachers during online teaching and assessments. Under home environment settings, a lack of basic facilities, external distraction and family interruption during teaching and conducting assessments were major issues reported. Institutional support barriers such as the budget for purchasing advanced technologies, a lack of training, a lack of technical support and a lack of clarity and direction were also reported. Teachers also faced technical difficulties. The difficulties were grouped under a lack of technical support, it included a lack of technical infrastructure, limited awareness of online teaching platforms and security concerns. Teachers’ personal problems including a lack of technical knowledge, negative attitude, course integration with technology and a lack of motivation are identified as the fourth category to damper their engagement in online teaching and assessments. Practical implications The findings of the study can be helpful to the regulatory authorities and employers of higher education institutions who are planning to adopt online teaching as a regular activity in the future. The insights gained from the findings can help them to revisit their existing policy frameworks by designing new strategies and technical structures to assist their teachers in successfully embracing the EdTech to deal with any crisis in the future. Originality/value Many authors have conducted research to address the problems faced by students related to online teaching and learning during COVID-19 in India. To the best of the authors’ knowledge, this is the first study that addresses the challenges faced by teachers during the online teaching and assessment in the home environment settings by using qualitative analysis (IPA) techniques. The current study replenishes the gap by contributing to the literature of online teaching and assessment under the home environment settings during the pandemic situation.

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Section: Review Of Literaturementioning

confidence: 99%

Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments

Joshi

Vinay

Bhaskar

2020

ITSE

281

211

View full text Add to dashboard Cite

show abstract

“…The approbation of online teaching in the onset of COVID-19 pandemic in India was unplanned and done in a helter-skelter way. Further, online teaching in India is suffering from lack of customised tools for online teaching, assessment and monitoring students' engagement and feedback on a continuous basis (Mishra & Shukla, 2021). The education system was obligated to reinvent itself to handle this unparalleled challenge.…”

Section: Evolution Of Online Examinationmentioning

confidence: 99%

Challenges in Implementing Online Examination amidst COVID-19 Pandemic

Yasmin,

Sinha,

Lahiri

2024

JHRS

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The COVID-19 outbreak led to a remarkable shift in teaching methods, forcing educational institutions to swiftly move from physical classrooms to digital platforms. In this regard, E-examinations became a crucial mode of evaluation during pandemic. This research aims to explore challenges faced by educators in higher education institutions, and examine potential gender-based differences in perceived difficulties. From 51 Higher Education Institutions (HEI) in West Bengal, 116 teachers (49 female and 67 male) participated in the study. Using Google Forms, data were collected and analyzed with six distinct codes to categorize the challenges expressed by the teachers. During online examinations, six major challenges encountered were: managing answer scripts and administering exams, invigilation and evaluation, network connectivity, overall planning and implementation, and technological equity and access. Predominant tools used for online examinations: laptops, mobile devices, and computers or tablets. Primary challenges highlighted by teachers are mainly: administration of examinations and management of response scripts and the ethical implications of online examinations. This research offers insights highlighting the need for further in-depth research, possibly integrating qualitative or mixed-methods approaches. The implications of these findings may inspire practitioners, and policymakers to enhance online examination procedures with cutting-edge tools and techniques. Moreover, the study strongly advocates for crucial measures to address identified challenges, fostering a seamless and equitable online examination experience for educators and students.

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“…The psychological impact on university students has been analysed (Lee, 2020), identifying high levels of anxiety and depression and uncertainty about the future. Digital access divide have been identified (Díez-Gutiérrez and Gajardo, 2020b; Mishra, 2020; d'Orville, 2020), as well as the digital use divide and competency gap that affects students in higher education (García-Peñalvo et al. , 2020; Morgan, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

University students' perceptions of teaching during lockdown period in Spain: a qualitative study

Espinoza

Diego

Cancino

et al. 2023

JARHE

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PurposeThe study aims to provide relevant information on the educational processes experienced by university students in Spain during the period of compulsory confinement. To this end, the key factors of the emergency educational model implemented by the country's universities have been analysed.Design/methodology/approachThe study investigated, through qualitative, exploratory research and 30 in-depth interviews, how university students have lived the process of change to alternative forms of education during the crisis, what training experiences stand out and what factors related to virtual education they identify as relevant keys.FindingsParticipants usually focus on three main topics: (1) The impacts of changes in training development with regard to methodologies and forms of assessment; (2) The facilities and difficulties in this new modality of online training; and (3) The consequences of the crisis on higher education in the medium and long term.Originality/valueStudents participating in the study offer relevant and critical information on the adaptations developed by Spanish universities during the Coronavirus crisis. This information can be fundamental for the conscious decision making of the institutions, so that they can develop educational processes more adequate to the needs and possibilities of the university students in times of crisis.

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COVID-19, online teaching, and deepening digital divide in India

Cited by 6 publications

References 4 publications

Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments

Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments

Challenges in Implementing Online Examination amidst COVID-19 Pandemic

University students' perceptions of teaching during lockdown period in Spain: a qualitative study

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