Article Online Learning: A Panacea in the Time of COVID-19 Crisis Journal of Educational Technology Systems 2020, Vol

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Article Online Learning: A Panacea in the Time of COVID-19 Crisis Journal of Educational Technology Systems 2020, Vol. 49(1) 5–22 ! The Author(s) 2020 Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0047239520934018 journals.sagepub.com/home/ets Shivangi Dhawan1,2 Abstract Educational institutions (schools, colleges, and universities) in India are currently based only on traditional methods of learning, that is, they follow the traditional set up of face-to-face lectures in a classroom. Although many academic units have also started blended learning, still a lot of them are stuck with old procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire world. The World Health Organization declared it as a pandemic. This situation challenged the education system across the world and forced educators to shift to an online mode of teaching overnight. Many academic institutions that were earlier reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching–learning. The article includes the importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of crisis. This article also put some light on the growth of EdTech Start-ups during the time of pandemic and natural disasters and includes suggestions for academic institutions of how to deal with challenges associated with online learning. Keywords coronavirus, COVID-19, education, online learning, technology, EdTech 1 Department of Commerce, SGTB Khalsa College, University of Delhi, Delhi, India Department of Commerce, Delhi School of Economics, University of Delhi, Delhi, India 2 Corresponding Author: Shivangi Dhawan, Department of Commerce, SGTB Khalsa College, University of Delhi, Delhi, India. Email: shivangidhawan13@gmail.com 6 Journal of Educational Technology Systems 49(1) The deadly and infectious disease Corona Virus also known as Covid-19 has deeply affected the global economy. This tragedy has also shaken up the education sector, and this fear is likely to resonate across the education sector globally. The Covid-19 pandemic outbreak forced many schools and colleges to remain closed temporarily. Several areas are affected worldwide and there is a fear of losing this whole ongoing semester or even more in the coming future. Various schools, colleges, and universities have discontinued in-person teaching. As per the assessment of the researchers, it is uncertain to get back to normal teaching anytime soon. As social distancing is preeminent at this stage, this will have negative effects on learning opportunities. Educational units are struggling to find options to deal with this challenging situation. These circumstances make us realize that scenario planning is an urgent need for academic institutions (Rieley, 2020). This is a situation that demands humanity and unity. There is an urgent need to protect and save our students, faculty, academic staff, communities, societies, and the nation as a whole. Several arguments are associated with e-learning. Accessibility, affordability, flexibility, learning pedagogy, life-long learning, and policy are some of the arguments related to online pedagogy. It is said that online mode of learning is easily accessible and can even reach to rural and remote areas. It is considered to be a relatively cheaper mode of education in terms of the lower cost of transportation, accommodation, and the overall cost of institution-based learning. Flexibility is another interesting aspect of online learning; a learner can schedule or plan their time for completion of courses available online. Combining face-to-face lectures with technology gives rise to blended learning and flipped classrooms; this type of learning environment can increase the learning potential of the students. Students can learn anytime and anywhere, thereby developing new skills in the process leading to life-long learning. The government also recognizes the increasing importance of online learning in this dynamic world. The severe explosion of Corona Virus disease can make us add one more argument in terms of online learning, that is, online learning serves as a panacea in the time of crisis. Literature Review Online Learning or E-Learning Rapid developments in technology have made distance education easy (McBrien et al., 2009). “Most of the terms (online learning, open learning, web-based learning, computer-mediated learning, blended learning, m-learning, for ex.) have in common the ability to use a computer connected to a network, that offers the possibility to learn from anywhere, anytime, in any rhythm, with any means” (Cojocariu et al., 2014).Online learning can be termed as a tool that can Dhawan 7 make the teaching–learning process more student-centered, more innovative, and even more flexible. Online learning is defined as “learning experiences in synchronous or asynchronous environments using different devices (e.g., mobile phones, laptops, etc.) with internet access. In these environments, students can be anywhere (independent) to learn and interact with instructors and other students” (Singh & Thurman, 2019). The synchronous learning environment is structured in the sense that students attend live lectures, there are real-time interactions between educators and learners, and there is a possibility of instant feedback, whereas asynchronous learning environments are not properly structured. In such a learning environment, learning content is not available in the form of live lectures or classes; it is available at different learning systems and forums. Instant feedback and immediate response are not possible under such an environment (Littlefield, 2018). Synchronous learning can provide a lot of opportunities for social interaction (McBrien et al., 2009). Amidst this deadly virus spread such online platforms are needed where (a) video conferencing with at least 40 to 50 students is possible, (b) discussions with students can be done to keep classes organic, (c) internet connections are good, (d) lectures are accessible in mobile phones also and not just laptops, (e) possibility of watching already recorded lectures, and (f) instant feedback from students can be achieved and assignments can be taken (Basilaia et al., 2020). Online Teaching Is No More an Option, It Is a Necessity The major part of the world is on quarantine due to the serious outbreak of this global pandemic Covid-19 and therefore many cities have turned into phantom cities and its effects can be seen in schools, colleges, and universities too. Betwixt all this online teaching and online learning can be termed as the panacea for the crisis. The Corona Virus has made institutions to go from offline mode to online mode of pedagogy. This crisis will make the institutions, which were earlier reluctant to change, to accept modern technology. This catastrophe will show us the lucrative side of online teaching and learning. With the help of online teaching modes, we can sermonize a large number of students at any time and in any part of the world. All institutions must scramble different options of online pedagogical approaches and try to use technology more aptly. Many universities around the world have fully digitalized their operations understanding the dire need of this current situation. Online learning is emerging as a victor ludorum amidst this chaos. Therefore, the quality enhancement of online teaching–learning is crucial at this stage. Online education in Chinese universities has increased exponentially after the Covid-19 outbreak. There was an overnight shift of normal classrooms into e-classrooms, that is, educators have shifted their entire pedagogical approach to tackle new market conditions and adapt to the changing situations. During this tough time, the concern is not about whether online teaching–learning methods can provide quality education, it is rather 8 Journal of Educational Technology Systems 49(1) how academic institutions will be able to adopt online learning in such a massive manner (Carey, 2020). Resistance to change will not help any educational unit across the world. They will be judged on their pace to adapt to the changes in such a short period and their ability to maintain the quality. The reputation of educational units is on stake and under scrutiny. How well they behave and how well they maintain their quality of education amidst this crisis shows their adapting capabilities. The shift from face-to-face lectures to online classes is the only possible solution. Indeed, academic institutions would not be able to transform all of their college curricula into and online resource overnight. Distance, scale, and personalized teaching and learning are the three biggest challenges for online teaching. Innovative solutions by institutions can only help us deal with this pandemic (Liguori & Winkler, 2020). There is a requirement of a quick shift to online learning mode; therefore, the products by Google can be really useful under such problematic situations; they are (a) Gmail, (b) Google Forms, (c) Calendars, (d) G-Drive, (e) Google Hangouts, (f) Google Jam board and Drawings, (g) Google Classroom, and (h) Open Board Software (not a Google product, helps in recording meetings in the form of files). These tools can successfully be used as an alternative for face-to-face classes (Basilaia et al., 2020). Problems Associated With Online Teaching and Learning There are n number of technologies available for online education but sometimes they create a lot of difficulties. These difficulties and problems associated with modern technology range from downloading errors, issues with installation, login problems, problems with audio and video, and so on. Sometimes student finds online teaching to be boring and unengaging. Online learning has so much of time and flexibility that students never find time to do it. Personal attention is also a huge issue facing online learning. Students want two-way interaction which sometimes gets difficult to implement. The learning process cannot reach its full potential until students practice what they learn. Sometimes, online content is all theoretical and does not let students practice and learn effectively. Mediocre course content is also a major issue. Students feel that lack of community, technical problems, and difficulties in understanding instructional goals are the major barriers for online learning (Song et al., 2004). In a study, students were found to be not sufficiently prepared for balancing their work, family, and social lives with their study lives in an online learning environment. Students were also found to be poorly prepared for several e-learning competencies and academic-type competencies. Also, there is a low-level preparedness among the students concerning the usage of Learning Management Systems (Parkes et al., 2014). Dhawan 9 Possible Solutions for Problems A lot of issues are attached to online education but we cannot ignore the perks of it in times of such crisis. We can always have solutions to fix these difficulties. Technical difficulties can be solved through prerecording video lectures, testing the content, and always keeping Plan B ready so that the teaching–learning process cannot be hampered. Online courses should be made dynamic, interesting, and interactive. Teachers should set time limits and reminders for students to make them alert and attentive. Efforts should be made to humanize the learning process to the best extent possible. Personal attention should be provided to students so that they can easily adapt to this learning environment. Social media and various group forums can be used to communicate with students. Communication is the key when it gets difficult to try reaching out to students via texts, various messaging apps, video calls, and so on—content should be such that enable students for practice and also hone their skills. The quality of the courses should be improved continuously and teachers must try to give their best. Online programs should be designed in such a way that they are creative, interactive, relevant, student-centered, and group-based (Partlow & Gibbs, 2003). Educators must spend a lot of time in making effective strategies for giving online instructions. Effective online instructions facilitate feedback from learners, make learners ask questions, and broaden the learner horizon for the course content (Keeton, 2004). Institutions must focus on pedagogical issues and emphasize collaborative learning, case learning, and project-based learning through online instructions (Kim & Bonk, 2006). The challenge to educational institutions is not only finding new technology and using it but also reimagining its education, thereby helping students and academic staff who are seeking guidance for digital literacy. Objectives of the Study 1. To explore the growth of EdTech Start-ups and online learning. 2. To conduct an Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of online learning during the Corona Virus pandemic and natural disasters. 3. To give some suggestions and recommendations for the success of online mode of learning during a crisis-like situation. Research Methodology The study is descriptive and tries to understand the importance of online learning in the period of a crisis and pandemics such as the Covid-19. The problems associated with online learning and possible solutions were also identified based 10 Journal of Educational Technology Systems 49(1) on previous studies. The SWOC analysis was conducted to understand various strengths, weaknesses, opportunities, and challenges associated with online mode of learning during this critical situation. The research tool used for analyzing the data which amassed from different sources for this study is a content analysis and the research method is descriptive research. We have taken into consideration the qualitative aspects of the research study. This study is completely based on the secondary data. A systematic review was done in detail for the collected literature. Secondary sources of data used are (a) journals, (b) reports, (c) search engines, (d) company websites and scholarly articles, (e) research papers, and other academic publications. EdTech Start-ups in the Times of Corona If we go back in history and see EdTech through the ages, we can observe that writing slates were used in Indian schools during the 1100s. In the year 1440, first printing press was invented by Johannes Guttenberg; in the 1600s, Abacus helped students in understanding fundamentals of Math; and in the year 1913, Thomas Edison promoted film clips as a replacement for teachers. In 1927, Sidney Pressy invented the first teaching machine famously called the MCQ machine. In the 1960s, online education originated at the University of Illinois and in 1994, India’s EdTech journey finally began in India with the launch of Educomp. Recently, around 2010, EdTechs start-ups entered the market intending to disrupt the education sector. A learning application Byju’s became one of the most valued EdTech companies in the year 2019. And from then many start-ups have come up to give tough competition to Byjus’s. Li Kang, Ai English Executive Director said, “Online Learning is the future and if there was no virus, that realization would have taken another few years but this has accelerated the process.” EdTech Start-ups are tapping all the right opportunities by providing free online courses to students amidst this crisis. UNESCO also suggested that these EdTech Start-ups and learning apps can help students during such hard times. Digital payment companies, such as Paytm, Mobiwik, Tez, PhonePe, and so on, grew rapidly during and after demonetization. Now, in this pandemic outbreak, EdTech start-ups are hoping for improved performance. EdTech start-ups are trying hard to make most out of this situation by providing several free courses and e-resources to the students. Although the availability of electricity and a stable internet connection is still a bigger challenge in their way as a lot of Indian cities especially small cities still face frequent electricity shortages. As per the reports, initiatives by these companies are already bringing them gains. Their customer base is improving a lot, it might be for a temporary period but even if they can retain a few customers it is for their good only. Dhawan 11 Educators or teachers in the form of facilitators face a lot of trouble while working on these EdTech start-ups in the form of how to start using it when to use it, how to reduce distractions for students, how to hone students’ skills via EdTech. The participation by students is not enough, educators must put considerable effort to increase student engagement, retain their attention, take feedbacks, and assess them in several ways. This will create an effective and meaningful learning environment. EdTech cannot replace a teacher but it can enhance instruction. During such tough times, when Covid-19 has forced schools and colleges to remain completely lockdown for few weeks due to the seriousness of the situation, EdTech companies can prove to be of great help to students (Brianna et al., 2019). According to the reports by KPMG and Google, the EdTech sector will boom and is likely to reach around 2 Billion Dollars by 2021. Some of the famous EdTech start-ups include Byju’s, Adda247, Alolearning, AptusLearn, Asmakam, Board Infinity, ClassPlus, CyberVie, Egnify, Embibe, ExtraaEdge, iStar, Jungroo Learning, GlobalGyan, Lido Learning, Pesto, Vedantu, Edubrisk, ZOOM Classroom, ZOOM Business, Toppr, Unacademy, Coursera, Kahoot, Seesaw, Khan Academy, e-pathshala, GuruQ, and the list is long. SWAYAM portal is an interesting educational program that is initiated by the government of India to achieve three important objectives of our educational policy, that is, access, equity, and quality. The main objective of SWAYAM is to provide online learning and reduce the digital divide. It provides a large number of free courses for school, distance, graduate, and postgraduate education. During the Covid-19 crisis, SWAYAM is of great help for students across the country. SWOC Analysis of Online Learning: During Corona Virus Pandemic and Other Crisis-Like Situation (Natural Disasters) In the aftermath of some of the natural calamities such as floods, cyclones, earthquakes, hurricanes, and so on, knowledge delivery becomes a challenging task. These hazards disrupt the educational processes in schools and colleges in several ways. Sometimes, it leads to closure of schools and colleges which creates serious consequences for students and deprives them of their fundamental right to education and poses them to future risk. “100 million children and young people are affected by natural disasters every year. Most of them face disruption to their schooling” (World Vision). Situations of crisis and conflicts are the biggest hurdles in the path of education. Many students and teachers also face psychological problems during crisis—there is stress, fear, anxiety, depression, and insomnia that lead to a lack of focus and concentration. Disasters create havoc in the lives of people (Di Pietro, 2017). 12 Journal of Educational Technology Systems 49(1) With changing weather patterns and rising global temperatures, an increasing number of extreme weather events have become the new norm. Such events caused varying amounts of loss to life and property. Table1 shows some of the natural disasters that caused huge disruption in educational processes. Large numbers of schools and colleges were destroyed and thousands of students were affected by these natural calamities.