Online Learning in Sri Lanka’s Higher Education Institutions during the CO VID-19 Pandemic

Abstract

The temporary closure of educational institutions during the coronavirus disease (COVID-19) pandemic has abruptly transformed the global education landscape in favor of distance learning. 2 This radical shift saw a surge in the use of various digital platforms and applications, including digital learning management systems, collaboration platforms for live-video communication, massive open online courses (MOOCs), and tools for creating learning content. 3 Some platforms have offered free access to basic services, especially during the pandemic, which higher education institutions used extensively, especially among academic staff and students with digital experience. For example, 90.3% of universities in Japan were providing distance learning as of 1 June 2020. 4 In upper-middle-income countries, 88% of youth managed to continue learning, including 54% by video lectures and 40% by online testing. 5 ADB BRIEFS no.

CALL in Asia During Covid-19 and Models of E-Learning

“…When the students stay at home, schools, colleges, and universities need to keep on going with the training processes by applying distance studies from institutions to homes. Many higher education institutions in most countries, including East Asia and Southeast Asia, are transmitting to online learning (Jamal, 2020 [2]; Rahman, 2020 [4]; Yarrow, 2020 [5]; Hayashi, et al, 2020 [6]). Besides, two-thirds of these universities' universities report that they need to switch from classroom teaching and learn to elearning.…”

“…However, the COVID-19 pandemic would probably alter the direction of our thought on how the sector can and should work [1]. The pandemic of the coronavirus (COVID-19) is rapidly evolving innovation and looking for alternatives to Online learning at many universities in most countries, especially East Asia and Southeast Asia (Jamal, 2020 [2]; Rahman, 2020 [4]; Yarrow, 2020 [5]; Hayashi, et al, 2020 [6]). Dhawan (2020) asserted that the Corona Virus epidemic is an opportunity to make the best out of the present situation [2].…”

“…Getting the infrastructure in place makes it much easier to switch to online teaching and learning. According to Hayashi, et al (2020) [6], Higher education institutions in Sri Lanka have used existing web server Moodle-based learning management systems. Zoom can be periodically tracked by the network.…”

“…Regarding e-learning teaching activities, many teachers conducted their e-learning classes in such a way that they recorded a lecture and posted it online for students to access and view (Carey, 2020 [12]). According to Hayashi et al (2020) [6], in middleincome countries, 54 percent of the e-learning classes were given video lectures, and 40 percent were evaluated online. In Sri Lanka, 40% of the teachers used PowerPoint presentations, online quizzes, and online whiteboards for the online classes (Hayashi et al, 2020 [6]).…”

“…According to Hayashi et al (2020) [6], in middleincome countries, 54 percent of the e-learning classes were given video lectures, and 40 percent were evaluated online. In Sri Lanka, 40% of the teachers used PowerPoint presentations, online quizzes, and online whiteboards for the online classes (Hayashi et al, 2020 [6]). The review of the British Council for China, Hongkong, Malaysia, and Vietnam indicated three gaps when applied e-learning (Ta, 2020 [11]): (1) Lack of comprehensive framework; (2) Lack of expertise and skills in teaching online; and 3Students' lack of self-studies.…”