Remote Learning Made Easy During the Pandemic

Remote Learning Made Easy During the Pandemic

Rupinder Ganaka

Remote Learning Made Easy During the Pandemic

Rupinder Ganaka

ISBN - 9789361527098

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Preface

In light of the rising concerns about the spread of COVID-19 and calls to contain the Corona Virus, a growing number of tertiary institutions have shut down in regards to face-to-face classes globally

The Coronavirus has revealed emerging vulnerabilities in education systems around the world. It is now clear that society needs flexible and resilient education systems as we face unpredictable futures. The need to draw out insights to improve classes in remote is nothing less than mandatory A meta-analysis methodology was adopted for this book, and pertinent research was carried out to capture the essence of continued learning during these unprecedented times. This book reveals that universities worldwide are moving more and more towards online learning or E-Learning. Apart from resources, staff readiness, confidence, student accessibility, and motivation play an important function in ICT integrated learning. It is also classified that staff members should use technology and gadgets to enhance learning, especially during these exceptional times. This book also enforces online and remote learning as necessary in times of lockdowns and social distancing due to the COVID-19 pandemic. It also provides a strong platform for further research.

Key Features of This Book are as Follows:

Thorough Updating: All the chapters and topics have undergone thorough revision and updating of various aspects. At the same time, most of the newer information has been inserted between the lines. In doing so, the basic accepted style of the book is simple, easy-to-understand, and reproducible of the subject matter, and emphasis on clarity and accuracy has not been changed.

More and new figures/tables: There are several newer figures and tables in this book. All figures with proper illustrations have been placed alongside the corresponding link, respectively, enhancing the understanding of the subject for beginners in data science.

Summary and Inquiries: Throughout the book, at the end of every topic, a unique summary of the topic has been placed. The inquiries have also been placed for answering the question and a quick revision of the topics in a short time. The student can revise the entire subject quickly, turning pages of the book. The summaries are short to quickly revise the topic without having to search for them, making the book truly user-friendly.

What You’ll Learn

We’ll begin in Chapter 1, Evolution of education, discussing traditional education with modern remote learning education. Chapter 2, Remote Learning in Education, with a discussion of the various problem associated with teaching online and adapted the new method like SWOC analysis which enable to know more about digital and dynamic fundamentals of teaching. From there, Chapters 3, Emerging Trends in Remote, discuss the benefits and higher education challenges for an upcoming generation. The emerging trends in education are also discussed, and Chapter 4, Survey on Online Education, covers an array of considerations for online courses and surveys on online education, permanent solution, responsive tools.

Chapter 5, Education sector during Covid-19, covers possibilities of future learning and safeguarding education policies, and Chapter 6, Shocks and After Shocks of the Pandemic, we’ll explore some recent history of Covid-19, sudden school closures affected the different levels of education. Economic stress arises in the learning opportunity. Chapter 7, Learning to learn During Covid-19, we’ll discuss a wide range of tools that can enable an organization to better use its education in real-time.

In Chapter 8, Policy recommendation, we’ll delve into the elements of domestic resources and system equitable and sustainable development. We’ll cover the reimage education and create positive teaching and learning. Chapter 9, Online Education Breaks, introduces different approaches for reducing stress, as different roles within the faculties will need to interact with social skills in different ways. The chapter also furthers the discussion of breaks in the classroom, explaining how this break-in education can be valued. In Chapter 10, Flexibility in Online Learning, we’ll discuss some of the things panning smart university, replacing the physical university, and creating a revolutionary moment. Chapter 12, Spending on digital transformation, will bring everything together with a detailed overview of financing initiatives for digital investment for quality learning. This chapter provides practical, actionable steps to bring the preceding theoretical backdrop to bear on real-world information architecture development. Finally, Chapter 16 and 17, Case Studies, will bring the case studies about the different world online education provided.

Content

01. Evolution of Education

1.1 Traditional Education 1

1.2 Adapting to remote learning 3

1.3 Suggestion on preparing for remote

1.4 Instructor availability for student questions 7

1.5 Longer online session 7

1.6 Maintaining Reasonable expectation 10

1.7 Summary 10

1.8 Inquiries 11

02. Remote Learning in Education

2.1 Teaching Online 13

2.2 E-tech Startups in corona 17

2.3 SWOC Analysis of online learning 18

2.4 Suggestion on the Online Teaching 20

2.5 Digital Media for learning 22

2.6 Dynamics of digital content 23

2.7 Summary 24

2.8 Inquiries 25

03. Emerging Trends in Remote Learning

3.2 Fostering long remote friendship 31

3.3 Impacts of remote learning 31

3.4 Thoughts On Switching to Remote Learning 33

3.5 Higher Education 33

3.6 Summary 35

3.7 Inquiries 36

04. Courses During COVID-19 Pandemic

4.1 Courses Online 40

4.3 Survey on Online Education 41

4.4 Economic Impact across the USA 44

4.5 Permanent Solution for Crisis Response

4.6 Black Swan for an online tool 46

4.7 Online Drawbacks 46

4.9 Summary 47

4.10 Inquiries 47

05. Education Sector During COVID-19

5.1 Challenges in Remote Learning 52

5.2 Education Sector Responding To Covid-19 53

5.3 Giving Importance to Dissemination

5.4 Safeguarding Education Financing 57

5.5 Build Resilient Education System 58

5.6 Recreating Education 58

5.7 Summary 58

5.8 Inquiries 59

06. Shocks and Aftershocks of the Pandemic

6.1 World Of Education Before Covid-19 62

6.2 School Closures and Education Disruption 63

6.3 All Education and Training Effected 63

6.4 An Exacerbation Of Disparity In Learning

6.5 All Levels of Education before COVID-19 64

6.6 Disparities in Learning Opportunities 65

6.7 Increased Dropout Anticipated 66

6.8 A Ripple Effect Beyond Education 66

6.9 Summary 67

6.10 Inquiries 68

07. Learning to learn During COVID-19

7.1 Wide Range of Distance Learning Tool 71

7.2 Efforts Made to Promote Inclusive Learning 72

7.3 Supports for Teacher’s Need 74

7.4 No Single Schedule for Reopening of

7.5 Safe Environment Learning 78

7.6 Privacy and Security 78

7.7 Summary 78

7.8 Inquiries 79

08. Policy Recommendation

8.1 Transmission Of Virus And Plan Accordingly 82

8.2 Protecting Education Financing 86

8.3 System Equitable and Sustainable

8.4 Reimage Education and Create Positive Teaching and Learning 90

8.5 Summary 93

8.6 Inquiries 94

09. Online Education Breaks

9.1 Reducing Stress, Increasing Productivity 98

9.2 Enhancing Brain Function 99

9.3 Developing Social Skills 100

9.4 Incorporating Breaks In Classroom 100

9.5 Summary 101

9.6 Inquiries 103

10. Flexibility in Online Universities

10.1 Plan To Smart University 106

10.2 Increase Interest in Vocational Shorter

10.3 Racing the physical university experience 108

10.4 Student Flexibility In Home 109

10.5 Learning New Language 111

10.6 Online School Examination 112

10.7 Updated Strategy 113

10.8 Shelter in Place Education 113

10.9 E-Learning System 116

10.10 Summary 117

10.11 Inquiries 118

11. Sustainable and Rapid Response in Remote Learning

11.1 Social Media Campaign 122

11.2 Mobile Application 122

11.3 Multimodal Program 123

11.5 Continuous and Accelerated Learning 124

11.6 Productivity and Remote Learning 125

11.7 Provide Resources to Support Students 128

11.8 Educate your educators 128

11.9 Online Learning Doesn’t need to be

11.10 Investing in Technology 129

11.11 Summary 130

11.12 Inquiries 130

12. Spending on Digital Transformation

12.1 Financing Initiative For Digital 134

12.2 Digital Investment in Education 135

12.3 Hospitality and Quality in E-learning 136

12.4 Quality Matters 139

12.5 Serial Interface in Education 139

12.7 Provide Funding 140

12.7 Lack of Resources 141

12.9 Summary 141

12.10 Inquiries 142

13. Leveraging Learning

13.1 Opportunities in Basic Mobile Phone 146

13.2 Learning Kit and Reading Materials 148

13.3 Self Learning and Teacher Guided

13.4 Ensuring Continuity of Learning 149

13.5 Build the Capacities 151

13.6 Implement Strategies to Vulnerable

13.7 Explore Ways to Provide Internet Access 153

13.8 Summary 153

13.9 Inquiries 154

14. Explore the Visualization

14.1 Report from Virtual Classroom 157

14.2 Exacerbated Educational Inequalities 158

14.3 Student Learning 159

14.4 Impact on Unprecedented Global Shift 160

14.5 Different Remote Learning Approaches 161

14.6 Impact on the Curriculum 161

14.7 Widening of Digital Divide 162

14.8 Summary 163

14.9 Inquiries 164

15. Improving Methodologies in Assessment

15.2 Provide Support to Teachers and School Management 170

15.4 Prioritization of Vulnerable Groups 173

15.5 Politics of Resistance 173

15.6 Staff Readiness 174

15.7 Infrastructure Support 175

15.8 Student Accessibility 176

15.9 Making it Happen 176

15.10 Summary 178

15.11 Inquiries 179

16. Case Studies-I

16.1 Austria-Moodle and LMS 183

16.2 Bhutan E-learning Programs 186

16.3 Brazil- YouTube Channel 187

16.4 China- Telecom 188

16.5 India- E-Pathshala 190

16.6 Summary 192

16.7 Inquiries 193

17. Case Studies-II

17.1 Indonesia-TV edukasi 197

17.2 Kenya-KBC 199

17.3 Korea 201

17.4 Russia- IT Programs 203

17.5 Spain-Resource for Online Education 205

17.6 Summary 208

17.7 Inquiries 209

Glossary 213

Index217

Chapter 1. Evolution of Education

Abstract

Education institutions in several areas have been changing from traditional methods of learning to online education platforms. The traditional setup has a face-to-face lecture in a classroom, and academic procedures are also blended with learning and involve the books and several procedures. The sudden outbreak of a deadly disease called COVID-19 caused by coronavirus shook the entire world, leading to so many changes in the world. The World Health Organization declared them as a pandemic. The COVID-19 situation has caused a lot of change in the education system in which the educators had to change their mode in online teaching or to learn. In this chapter, we will see the importance of online learning and how students adapt to online learning. It will also elaborate the suggestion on now preparing for online learning.

1.1 Traditional Education

The education before the pandemic was face-to-face interaction where the staff came and would communicate under one roof. It maintains the physical learning between teacher and students. Due to the sudden rise of the COVID-19 pandemic, everything needs to be shut down quickly. The deadly and infectious coronavirus, also known as COVID-19, has deeply affected the global economy. This tragedy also affected the education systems and changes in the education system. The need for education updating was required because of the fast advances in technology. They need to learn at any time, and any place was in its way to be achieved. Over the past two decades, online learning has been activated in some global institutes. However, most schools, colleges, and universities do not use this education mode, and their staff does not know what is involved in e-learning. MOOC has facilitated, and increased academics awareness of online learning, and its utilization of guidance for students to be motivated in virtual learning depends on practical orientation on cognitive, emotional, and behavioral engagement.

Fig. 1.1 Traditional education system

In the transition to a new education environment, learners need special social care to improve their concentration and motivation to online learning in such a crucial crisis. It caused more changes in the syllabus in the short term in the new semester, and courses got severely affected due to this COVID-19 as it is believed that there will be a certain change in the syllabus and pattern of studies. It is stated that social distancing is now permanent at this stage, so there will be negative effects on learning. Several discussions have been made on teaching systems. After discussions, the enforcement of online education has been highlighted. Several arguments were made on e-learning. By this, e-learning has raised during this pandemic. E-learning can be accessible, affordable, and flexible in learning. It is considered to be a relatively cheaper mode of education and has a lower cost of transportations. Students can be exposed to a lot of opportunities sitting in one place. To learn so many tricks to students can learn anywhere anytime by this online learning. They can develop new skills in the process for leading to lifelong learning. The government also recognizes the increasing importance of online learning in this dynamic world.

1.2 Adapting to remote learning

In the world right now, everybody is facing a lot of uncertainty due to COVID-19 having enforced a lot of unknowns and disruptions. It’s not very easy to adapt to a new way of learning. Here we can consider some new methodologies for being on the track of modernization. Learning requires different skills for staying on track that you may be used to take and to familiarize yourself with the course library and then create a calendar that includes lectures of a virtual group, important deadlines, and other activities you might want to start with a quarterly calendar and then move the creating weekly calendars and a daily to-do list as needed. The amount of time should be allotted as it was on the campus. By writing down how much you spend on different activities, it can make a proper schedule and estimate the time online and complete the task informed. Set up the notification reminders to remember the deadline and enable you to take a break from studying, and it ensures a healthy way off.

Connecting with friends and scheduling your daily routines to engage with your classes ensures you feel confident that you can complete all the work required for your courses. Another type is to be proactive after introducing yourself to your purposes. Always feel comfortable reaching out when questions or concerns arrive. This method you need to know about each of your classes can make this pen and paper or digitally refreshing their study habits; one can learn the assistant program—many test time-tested strategies to improve the study habits, which are successfully adapted for remote learning. The study circle has been implemented. There is a quick approach to learning designed and helps students for more efficient learning; another goal is smart, which helps clarify your ideas. Focus your efforts and use your time resources productively to achieve your goals. One can give individual appointments to meet the learning specialist for academic coaching—tailored to individual needs and interests in the learning and studying strategies inventory. Consider being a great and better understanding of study strengths and potential areas of improvement. Explore the learning resources, which contain links to lots of using material about study strategies, subject-specific study tips, and more.

Fig 1.2 Online class in electronic devices

Remote learning not that bad? 7 in 10 parents say their kids are more focused in a virtual classroom - Study Finds

1.3 Suggestion on preparing for remote

learning

In the awakening of the COVID-19 situation, many schools and other organizations have engaged in different ways to make their institution and surroundings operate online. There are different practical and research suggestions on how to learn and lead the online teaching change settings by building and preserving the moment, which have the greatest impact on daily actions. The researchers under scientists plan to communicate how to deliver and manage it, rather than learning or assessment techniques. Working online and communicating like the air has to pump through the systems. The teaching and assessment won’t be possible if it is left alone optimized; it also ensures that the schools and districts should have sources, but even a smaller community will have better infrastructure for quality education through E-learning. The practice and deliberation change many crises and respond to quickly changing conditions. It becomes mandatory how the radio entryway raises awareness and an item that needs to be assigned responsibility for an overnight of those items. The faculty members and students are moving online to feel they can make a space of their own to find what they need and desire. The online school allows comfort in all necessary transactions and transformations. It ensures the benefits of kinds of human presence. A student can bring change and mortar school. The sense of order breeds familiarity, and predictability makes the set of human-to-human learning.

It is noticed that online teaching cannot replace in-person human interaction. Instead, it serves as an extension and bridge between life experiences. To overcome this situation to bridge distance and time in the face of variables with little or no control. Good intention, goodwill, and buyers to connect hopefully and playfully depending upon the ages of learners that the organization serves; this may have to craft multiple forms of guidance in remote learning systems; younger learners and learners with any special needs will need significant adult involvement. It does not necessarily mean that five-and six-year-old should not be connecting on the video calls, but parents can give instruction about the guidelines and support their children’s continuous learning.

1.3.1 Proper Internet Connection

Internet connection is often non-symmetrical, which means that uploading a file might consume longer. To improve that, various test speeds must be considered. A quality broadband connection should be maintained to ensure students can complete the educational tasks assigned to them by their teacher. There should be at least 25 Mbps for attending e-learning classes. Videos use the most amount of bandwidth. Adjusting the change in the video can save bandwidth when the video is not required; just disable the video. It consumes more data. One should understand the usage of the application in mobile and then handle it accordingly with the typing speed. One can access the high amount of speed during peak usages. Another way is setting a wi-fi connection to the surrounding, which can enable the fastest network and can listen to classes without any network interruption. The wi-fi network should utilize 5GHz over 2.4 GHz channels as there is less interference in the 5GHz range. Using the speediest sites for application to gauge the connection speed. The bandwidth depends on the task. Higher bandwidth tasks such as video-based activities would consume more data. If possible, change to data to unlimited for better learning.

With these small steps, one can easily boost their data at home and make home learning much more comfortable and practical. Remote learning will become more convenient if it has a stable internet connection at home.

Fig 1.3: Internet Connection

1.3.2 Learners from different time zones

During this pandemic situation, students had to move to their homes, which involved learners from different time zones. Two-thirds of instructional events were delivered asynchronously, whereas one-quarter of events were delivered synchronously. The feedback from the students received that they appreciated the changes. The synchronous event allows the student to stay connected to scheduled events by asking questions about the content delivered in real-time and facilitating interaction with peers and faculty. In asynchronous attendance is non-mandatory, and the student who attended the session is between 45-60. Synchronous events are considered to be mandatory. It facilitates all the students and workers to complete their course work flexibly and make a great move to shifting to a new environment.

Fig. 1.4 Synchronous and Asynchronous learners

1.3.3 Faculty-to-student ratio for team-based session

Synchronous sessions that included working in teams and discussions with the whole class, such as TBL, case-based learning, and tutorials, were particularly challenging. First, time management was more difficult. This can be done by increasing the number of faculty/staff available to visit breakout rooms or reducing the overall number of students in a session. Second, the support staff member must be present at the synchronous event. The other staff can maintain the power point, handling student technical problems. The curriculum has been changed, and the students were divided into groups ensuring to served better. It ensures a greater number of students divided into even smaller groups. Although we can recognize the challenges of doing so, we encourage those preparing a remote course to increase the instructor-to-student ratio for live, synchronous events either by increasing the number of instructors present or breaking students into smaller groups or sessions. In either case, having support staff available to help with unexpected problems is critical to quickly resolving student issues without disrupting the entire event.

Fig. 1.5 Student-faculty ratio

1.4 Instructor availability for student

questions

The students had a great opportunity to discuss the content with the faculty. It is noticed that very few students have taken advantage of this resource. The students followed the faculty’s advice in different ways. Some used the time to discuss challenging content and ask content-specific questions, whereas a few students dropped into office hours without any specific questions and used