By Ananya S Guha
Much has been discussed on online learning, mistaken sometimes for e-learning. Online learning has been necessitated because of the Covid crisis. The idea is to continue with studies and replicate the classroom in some form or the other. E-learning is a more inclusive term and include the radio and television as well. Mobile and internet learning are only parts of the whole. While some are lauding the efforts of schools and colleges, others say it is not a substitute for classroom learning and the environment it creates. It is not meant to be. Online learning has arisen out of a situation but it can always complement conventional classroom learning.
For example, teachers can keep in touch with students on Yahoo or WhatsApp groups. Technology is a useful handle for learning and comprises what may be called, ‘edutainment’. Suddenly now the buzzword is online learning though it is not clear what methods teachers are using in schools or universities. Recording a lecture or delivering one through Zoom or Google plus is another method although it is a replication of stereotypes. The question is: can we use technology for more interactive learning? This implies that perhaps we have failed in attempts at interactive learning in the classroom. The internet is packed with information and the challenge is making the transference to knowledge and wisdom. If teachers are simply asking students to watch YouTube videos this is not teaching, just as a paper presentation in a conference is not merely reading out from a power point presentation.
That begs the question then as to how teaching in a classroom can be most effective. Effective teaching can be done by intuition and by understanding intuitively the levels of comprehension that exist in a classroom. And the teacher toys with these levels creating awareness and understanding at all levels, proceeding from the simple to the complex, and then doing a detour from the complex to the simple; thus making a holistic vision for the student so that she actually feels, hears or sees. The spoken word must unravel horizons of the imagination for the sensitive student. And young minds are innately sensitive and perceptive.
In online learning the teacher may or may not be visible, the students may or may not be visible but the challenge would be to use technology to create models for learning, in addition to talks there could be multi-tasking. The point I am trying to make is that of formatting and using the moodle – a multi tasking device such as quizzes, group discussion, short essays etc for teaching and learning in a two way communicative learning. The moodle is a significant constituent of online and e- learning and the software has to be prepared and kept ready so that there are tasks to do.
So in a way we are coming towards e-learning but we must remember that for e- learning to be more efficacious and comprehensive, the radio, television and podcasts must also be used. This is to enable learners to study in areas where there is weak internet accessibility. When UGC started its classroom telecasts in the 1980s no one took them seriously. Moreover they were telecast at a time when students were in colleges or getting ready to go to their classes.
The excitement that is now present in some quarters for online teaching is necessary. All teaching and learning should be technology induced in some measure or the other because it builds up support services in a complementary manner. And why only teaching? Even administrative support can be given to students through SMS and mobile alerts by reminding them of deadlines, examination dates, announcing results etc. So what is happening for students is good augury because a support services for students is given a framework; in addition to routine classroom teaching, which sometimes is monotony driven.
The distance between teacher and student can be attenuated. In the classroom even with the teacher’s presence because of the high student teacher ratio in our country , attention cannot be given to every student. Technology through text chats can narrow the divide and, where in rural areas the connectivity is poor or not present the radio and the television can play important roles, even DTH channels or Tata Sky service providers can be used.
Today we must go beyond the ‘chalk and talk ‘ situation. The internet is a huge repository of information, but we as teachers must choose selectively and adapt it to our pedagogy and repertoire, whether it is technology driven or in the face to face situation. But the repertoire must include strong support services for the student so that education becomes more learner-centric rather than teacher centric.