Conventional teaching models are being force-fitted onto online without redesigning programme architecture and curricula, explains Dr Suresh Mony, Professor Emeritus and Prof Preeti Ravikiran, Chairperson, School of Science, NMIMS, Bangalore.
The anniversary of the pandemic-lockdown having gone by, it is perhaps an opportune time to reflect and evaluate the experiences of online teaching-learning (T-L), which started off as a TINA (there is no alternative) response. By and large, the default objective was fulfilled by most institutions. However, what is important is to evaluate and learn from the the experiences of the primary stakeholders — student-customers.
The variables influencing the quality of experience are: (A) Key Success Factors (KSFs) including behavioural and process factors (B) the primary stakeholders — (i) school students (ii) undergraduate (UG) students (iii) postgraduate (PG) students, further divided into those: (i) comfortable with and having access to computers and internet, generally from the middle/higher income groups and (ii) those not having access and not savvy with computers and internet, generally from the lower socio-economic groups...
From the foregoing experiences, it may appear that ONL has considerable challenges to be successful. Dr Sugata Mitra, Professor Emeritus, NIIT University, in his famous TED talk “Hole in the wall’’ had said that kids can teach themselves if they are motivated by curiosity given a computer and associated paraphernalia. Extending this thought process, he has built schools using cloud platforms (five in India and two in the UK) where children from anywhere in the world can participate in the learning labs. He calls this minimally invasive education which is probably the future of learning.