Covid 19 effects on online sarkari examination
The nationwide COVID-19 lockdown has forced K-12 schools and universities to close and send their students home which, in turn, has impacted over 91% of the world’s student population. The closure has placed unprecedented challenges on governments, institutions, teachers, parents and care givers around the world. Many countries are continuing to handle this disruption by deploying different modes of learning through a mix of technologies. The sudden, forced immersion of learners into virtual learning during this period of covid-19 has proved that the education industry is disrupted. Schools have always considered educational apps or digital learning as a supplementary tool and may have had difficulty in mainstreaming it, mostly due to not having fully understood its efficacy.as the digital learning acceleration continues, it also throws light on the digital divide in India. India is going to witness a 50% increase in students over the next 15 years and although it has many universities and colleges, only few have the facilities to match this surge of students in the future. Online education could be a logical solution to accommodate this problem. The government of India, for the first time, is allowing Indian universities to offer online degrees which previously was limited to foreign universities. Now, to encourage and widen the access to higher education for sarkari exam result, this restriction has been lifted from 20% to offer 100% courses online.
The sudden, forced immersion of learners into virtual learning during this period of Covid-19 has proved that the education industry is disrupted. Education is going to be digital in the foreseeable future and with the right infrastructure and policies in place, we would be better prepared to handle it.IITs also shifted to conducting online classes, and sharing study materials and audio files with students over the internet. Timothy Gonzales, director of IIT Mandy, says: “The faculty members are available online during interactive sessions for students to clear their doubts. Depending on the nature of the course and students’ internet access, teachers are supplementing Moodle (an open-source learning-management system) with assorted social media and online platforms. “View Original education.”
Technology enables; it can limit, too education
Singh says there may be some merits to face-to-face teaching, but maintains it is not necessary, given the number of online tools and innovative methods of teaching available to enable learning. “Using bare-bone technology can make a huge difference. The less of face-to-face teaching you are doing, the higher — you want to have a number of it, but it doesn’t do much. We need teachers to make students think. They must be mentors and gurus, not someone standing during a classroom and lecturing as students take notes.”
He explains this further: “Suppose a gifted maths teacher is lecture students, and digitally recording the entire session. He then uploads it to the online, and adds daily supplementary videos, notes, comments, and feedback from students over a period of your time. That would become an insightful and comprehensive process. It would be available online and could be viewed by anyone who wants to learn. This is just one way; there are many innovative ways to use technology The universities and teachers Business Standard reached out to agreed that their transition to online teaching had not been very difficult. However, if the lockdown continued over an extended period, some investment in infrastructure and extra training for teachers and students would be required, they said.
Transition to digital
Online education is conducted in two ways. The first is through the use of recorded classes, which, when opened out to public, are referred to as Massive Open Online Course (MOOCs). The other is via live online classes conducted as webinars, or zoom sessions. Universities require high-speed internet and education delivery platforms or learning management systems, besides stable IT infrastructure and school members who are comfortable teaching online. Students also need high-speed internet and computers/mobiles to attend these sessions or watch pre-recorded classes.
There are many platforms created to enable online education in India. These are supported by the Ministry of Human Resource Development (MHRD), the National Council of Educational Research and Training (NCERT), and the department of technical education. There are also initiatives like e-PG Pathshala (e-content), SWAYAM (online courses for teachers), and NEAT (enhancing employability). Other online platforms aim to increase connectivity with institutions, and accessibility to content. These are utilised for course materials and classes, and running of online modules. They include education for maru gujarat.
Technology enables; it can limit, too
Dinesh Singh, former vice-chancellor of DU, strongly advocates education utilising the complete power of technology. According to him, technology can enable different teaching methodologies, and also allow teaching an outsized number of individuals across the country. “In a rustic like India, we do not have enough teachers or quick access to good institutions — we should always , therefore, adopt a focused, systematic programme of using the facility of technology to enable learning,” he says.
Online education disadvantages?
1.lack of fee flowing conversations, debates and discussions
2.technologies difficulties related to weak devices or access the internet.
3.geeting used to learning and being evaluated online.
4.studying while leaving at home, with family and other distractions.
Online education advantages?
1.the ability to learn using different online tools and methods.
2.no disruption in learning because of the pandemic.
3.listening to recorded and live conversations and working at their own speed.
