The spread of COVID-19 has led to the closure of educational institutions around the world. This has posed a challenge to universities’ preparedness for a crisis that will necessitate the use of new technology, such as hardware and software, to facilitate successful online learning. This closure has expedited the development of online learning environments, allowing students to continue their studies without interruption.
This has posed a challenge to universities’ preparedness for a crisis that will necessitate the use of new technology, such as hardware and software, to facilitate successful online learning. This closure has expedited the development of online learning environments, allowing students to continue their studies without interruption.
Many universities have been looking into the best ways to distribute online course content, engage students, and administer exams. Hence, COVID-19, while being a danger to humanity, has evolved institutions for investing in online learning.
Online learning systems are web-based software for distributing, monitoring, and managing courses over the Internet.2 It entails the use of technological advances to direct, design, and deliver learning content as well as to facilitate two-way communication between students and faculty.3 They include features such as whiteboards, chat rooms, polls, quizzes, discussion forums, and polls that allow students to participate in discussions.
What Are The Views Of Teacher’s On Online Education:-
According to the faculty, online learning made distance learning more manageable and provided students with easy access to teachers and teaching materials. It has also resulted in a reduction in the use of travel resources and other costs. Administrative responsibilities such as lecture recording and attendance assessment were made easier. During the lockdown, both students and teachers agreed that online learning modes had aided student centrality. The pupil had evolved into a self-directed learner who could learn at any time of day.
Teachers and students stated that they were unable to teach and learn practical and clinical work using online learning methods. They could only teach and assess knowledge components. Teachers were unable to measure student understanding during online classes due to a lack of fast response. Students also cited a restricted attention span as a drawback, as well as the resource-intensive nature of online learning. Some teachers also complained that pupils misbehaved and attempted to use online resources during exams while studying online.
Problems In Online Education:-
The availability of the Internet in provincial and rural areas, the speed and cost of the Internet, the availability of electronic devices to access the Internet, and the lack of interaction between students and teachers were among the most prevalent issues related to online education in general. While the lack of application of the clinical context, the unavailability of online knowledge in certain areas, such as veterinary anatomy, the difficulty of delivering practical lessons online, and the loss of touch with the animals were all challenges connected with online veterinary training.
How Online Education Can Be Improved?
To improve online education in general, it is recommended that platforms for online learning be provided, that students be provided with electronic devices to access the Internet, that Internet speed be improved, that cheaper or even free Internet packages be provided during the pandemic, that teachers be trained, and that student-teacher interaction is improved. Additionally, providing virtual resources to simulate lab work, teaching hands-on lessons using interactive technologies, such as 3D films and animations, and providing accessible e-books and instructional videos for hands-on lessons are all advised to improve online veterinary education.
Recommendations To Improve:-
The following are the students’ proposals for improving online learning:-
- Universities should provide online learning platforms with simple access to study resources.
- Provide students with electronic devices, such as computers and tablets, to access the Internet.
- Provide training to teachers on e-learning tools and IT skills.
- Improving internet speeds and providing cheaper or even free internet packages during the pandemic.
- Improve the way of teaching by encouraging students to learn in different methods and attract them to study online.
- Provide virtual resources to simulate lab work or live streaming directly from the lab.
- Improve the interaction between students and teachers by assigning different fun activities.
- Decreasing in the amount of work in the classroom could help in reducing student stress.
- Provide quizzes and online assignments after each lesson to measure student understanding.
- Hands-on learning through interactive tools, such as videos and 3D animations, is significantly more effective than text materials such as power points and pdfs, voice recordings should be provided with the lesson text.
Teachers and students advocated for the faculty’s continued development. When teaching online, they suggested reducing the cognitive burden and increasing engagement. Case-based learning can be started online, according to those in clinical years. However, other people believe that after the COVID-19 pandemic is under control, revision classes and psychomotor practices on teaching should be implemented. They recommended purchasing premium software and other supervision software to detect cheating and plagiarism in order to increase the quality.
The current study advocates for the adoption of online learning in medical and dentistry schools because of its numerous benefits. E-learning modalities promote student-centered learning and are simple to manage during a lockdown. It’s worth noting that online learning in Pakistan is still in its early stages. It began as “emergency remote learning,” and with more investment, we will be able to overcome any obstacles. Teachers must be taught in the usage of online modes as well as the development of lesson plans that are less cognitively demanding and more interactive.
The present article has been written by Kiran Israni, 3rd Year Law Student of Baba Saheb Ambedkar College of Law, Nagpur.
The present article has been edited by Shubham Yadav, 4th year Law student of Banasthali Vidyapith.
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