Category: Distance Education

Executive Summary

This summary gives the reader a highlight of what has been done in this research project. The study has focused on the impacts of implementing Adobe Connect Gotomeeting in distance learning as a collaboration tool and its impact on instructions and learning.

Availability of adequate finances ensures acquisition, installation and maintenance of Adobe Connect Gotomeeting is possible. Acquisition of right products saves cost. That is implementing the right technology save the companys resource. This gives organization opportunities to channel these resources for other purposes. In communication Adobe Connect Gotomeeting ensures that speed of communication is enhanced such that interaction happens in a click of a button and ensures that the each party is able to clearly receive and understand the message being conveyed (Vaughan, 2007).

In line with timeliness, Adobe Connect Gotomeeting will ensure that information is received within the fastest means that no delays or faults occur when communication is in progress (Vaughan, 2007). This is achieved by proper planning before the implementation of technology in the organization and communicating so that the implementation process is smooth and embraced throughout the organization. When a project such as Adobe Connect Gotomeeting is properly designed, the quality of services delivered by the technology will be of high standards and hence attainment of the set objectives.

Convenience is another important variable that needs to be highly addressed during the implementation of Adobe Connect Gotomeeting. The technology needs to perform its functions whenever needed immediately. It should therefore perform the tasks intended at the right time.

The implementation of Adobe Connect Gotomeeting in distance learning as a collaborative tool and its impact on instructions and learning

In the modern days, technology has grown at an alarming rate. Because of this growth it is important for all sectors to acknowledge the revolution of technology. Because of such developments, the formal sector should embrace modern technology to facilitate learning in all schools (Wiessner, Hatcher, Chapman, and Storberg-Walker, 2008).

The use of technology in schools can be very useful in the distance learning, which is a field of education that focuses on teaching methods and technology with the aim of delivering teaching to students who are not physically present in a traditional educational setting such as a classroom (Vaughan, 2007). In this field, technology has been made possible by use of synchronous learning and asynchronous learning technologies such as video and web conferencing using Adobe Connect Gotomeeting (Vaughan, 2007).

Curriculum video conferencing involves accessing those who are away from the classroom (Carville and Mitchell, 2001) and engaging them in collaborative learning activities with remote classrooms (VanMerrienboer, 1997; and Woo and Reeves, 2007). With this technology, there has been a tremendous increase in the number of students worldwide because of the ease brought about by this technology. This form of technology has indeed taken education standards to a new level.

Problem statement

Despite changes that have occurred in the distance learning technology, most learning institutions are reluctant to embrace the virtue of distance learning because it has its own impacts on the effectiveness and efficiency of information delivery to the recipients (Carville and Mitchell, 2001). As a result, this study seeks to find the outcomes of implementing Adobe Connect Gotomeeting in distance learning. It will also look at how this technology can affect instructions and learning as well.

Rationale of the study

Web conferencing makes it possible for swift communication between students and their lecturers where both parties can have direct interaction via the internet (Wiessner, Hatcher, Chapman, and Storberg-Walker, 2008). This spreads to organizations where training and virtual conferences can be held where people discuss issues with people in different regions. This study will therefore enable institutions and organizations to embrace web based tool, Adobe Connect Gotomeeting, for their day to day operations to save time and costs incurred and at the same time will help create an interactive environment being a key ingredient in web conferencing, thus increasing efficiency in the operation of entities (Carville and Mitchell, 2001).

The use of Adobe Connect Gotomeeting has a wide coverage, thus it is effective as a way of providing educational access to students in remote and rural locations (Carville and Mitchell, 2001). Web technologies (Adobe Connect Gotomeeting) support efficient coordination and cooperation of people, groups, institutions and organisation who have an intention of performing a task/tasks together, sharing or solving problem together (Vaughan, 2007).

Statement of the Research Objectives

Online studies were at time in criticism of the fact that there was a lack of a human environment where the receiver and initiators of a message interacted with each other directly. Sometimes a failure in connectivity between the involved parties was detected due to the complexity of the technology. Because of such challenges, this type of interaction was not embraced as expected (Vaughan, 2007).Students in most institutions claimed that lecturers were not available when they were needed creating a difficult learning environment.

The introduction of web conferencing entities has had a smooth running since the aspect of one-on-one conversation and interaction are no longer an issue today (Woo and Reeves, 2007). This study is aimed at identifying the importance of implementing Adobe Connect Gotomeeting in distance learning as a collaboration tool and its impact on instruction and learning. Thus Adobe Connect Gotomeeting incorporate the traditional setting where individuals would directly interact, share ideas, discuss issues on a single setting like a classroom. This would be done through the creation of an actual classroom or conference via the internet.

Hypothesis

Entities that adopt the use of Adobe Connect Gotomeeting will be able to receive and send information, ideas and other raw facts available on-line in real time and be able to interact with the other party swiftly (Vaughan, 2007). These will save the entity and additional costs that would be spent if there were to be actual meeting conducted between the parties involved. This therefore enhances efficient ways of delivering instructions and learning.

Literature Review

Technology has revolutionized the way we learn. It has also affected the students-teachers relationship. In the traditional classroom setting, instructions evolve around the professor and students are more active (Vaughan, 2007). In addition, traditional classroom environment provides learners with opportunities to join forces and work as a team. They engage with lecturers hence providing an exceptional opportunity for students to develop critical thinking and problem solving skills through active learning.

Technologies such as the Internet, computers, tablets, and smart phones have had a compelling effect on higher education, educational instructions and learning (Salkind, 2009). Todays students have become more independent and professors have become an intermediary between the student and the information. The Internet has allowed students to take control of their own learning through the Internet and distance learning. However, Instructional model is an essential part of learning as well as student active engagement.

Salkind (2009) points out that instructional programs typically specify learning objectives and perhaps even engage the learner in a project assuming that the learner will understand and buy into the relevance and value of the problem (1998, p. 135). Engagement is one aspect of learning shown to increase motivation to learn, thereby increasing the potential for effective learning. Therefore, one way to evaluate virtual environments is to assess the effectiveness of specific tools in terms of their ability to engage learners (Wiessner, Hatcher, Chapman, and Storberg-Walker, 2008).

Extensive body of literature concurs on several conditions that are characterized through learning, student engagement, feedback, collaboration, critical thinking, real-world applicability and demonstration (Wiessner, Hatcher, Chapman, and Storberg-Walker, 2008; VanMerrienboer, 1997; and Woo and Reeves, 2007).

As observed, the use of multiple Web conferencing tools such as Adobe Connect Gotomeeting facilitated interactivity and allowed students professor interaction. The purpose of this study is to explore the impact of integrating Adobe Connect Gotomeeting to distance learning courses and the impact of Adobe Connect Gotomeeting on instructions and students learning. The instructional applications of Adobe Connect Gotomeeting can enhance the student professor interaction being a crucial part of education, critical thinking and learning. Furthermore, it will evaluate the effectiveness of Adobe Connect Gotomeeting ability to facilitate engaged learning.

Three questions guided this study

What is the effectiveness of Adobe Connect Gotomeeting in terms of engaging learners? What is the impact a web conference has in relation to course instruction quality and students behavior towards the utilizations of this tool? What is the impact that web conference has in relation to course instruction quality and professors behavior towards the utilizations of this tool?

Method/Research Procedure/Methodology

The method for data collection will be flexible qualitative case study where the researcher will focus on a single organization that has implemented Adobe Connect Gotomeeting and study the organization extensively. Salkind (2009) states a case study approach is particularly appropriate for individual researchers because it gives an opportunity for one aspect of a problem to be studied in some depth within a limited time scale. The participants of the study will be the entire organizations employees with a population of around two hundred workers who benefit from the adoption of the technology. All employees who will be interviewed are those with a minimum of one-year experience in the organization of study.

Only fully answered questionnaires will be evaluated in the final stage. Partially completed questionnaires will be discarded. In each department in the organization of study, twenty employees will be picked randomly as long as they have met other relevant conditions (Carville and Mitchell, 2001).

Research design

Qualitative research is a process that involves categorizing data systematically and by doing so determining the relationship between the categories (McMillan and Schumacher, 1993). Qualitative research design allows the researcher to conduct an in depth study on the area of study. Primary data is to be collected using structured and semi-structured questions through self-administered questionnaires. Structured questions are to be used to enable the researcher to get responses in an orderly manner for easier analysis and interpretation.

Semi-structured questions have been used to gather any other relevant information not covered in the structured question. The researcher will use logical analysis to interpret the data obtained from the respondents. This will be done using flow charts, diagram, graphs, and pie charts to pictorially represent data in order to convey meaning. Also the researcher will use content analysis where they will tend to study the questionnaires to determine the theme that emerges from these responses and how they relate.

Instrumentation and Data Collection Plans

The source of my research work will be from the organization of study where self administered questionnaires and mailed questionnaires will be used to collect data. During this period, a researcher will observe respondent behavior and altitude during the response period and at other times engage in small discussions with others. These observations will help the researcher when evaluating the questionnaire to make competent decisions.

To ensure a successful research, the researcher will organize all the necessary instruments required in the data collection; obtain permissions from the relevant authority in the organization, visit the organization of study, administer questionnaires, collect back the responds, analyze the data, present the data and finally summarize and recommend (Carville and Mitchell, 2001). For mailed questionnaires, the researcher will consider only those mails that have been replied at the time of completion of self-administered questionnaires.

Proposed Analysis of the Data

From the view of the research topic, a high percent of the respondents are going to agree that the implementation of Adobe Connect Gotomeeeting in distance learning as a collaborative tool has brought about positive impacts on instruction and learning. Other expectations are that there will be respondents with negative attitudes toward the same topic although the percentage is expected to be less than 30%. On the other hand, a percentage greater than 70% is expected since most of entities around the world have embraced this new technology and are using it (Wiessner, Hatcher, Chapman, and Storberg-Walker, 2008).

The researcher is going to categorize respondents according to their age, years of experience, gender, and level of management. It will also categorize how many individuals were for it and against it. After categorizing, the following variables will be of key concern:

Independent variable

Implementation of Adobe Connect in distance learning

Dependent variables

They include efficient communication, quality delivery of service, cost, timelines, convenience, finances, and proper planning.

In making decisions the researcher (from the findings) will seek to determine whether the adoption of Adobe Connect Gotomeeting is effective and whether it is in line with the entire organizational objectives, mission, vision and capability to maintain the technology. The variables of study will be measured on the extent of response population of study. It is from the responses that the researcher will determine the weight of each variable.

Implications and Limitations

Implications

The researcher assumes that there will be 90% response. The researcher assumes that the sample is aware of Adobe Connect Gotomeeting and has used it. In addition, the researcher assumes that timeframe for the study will be adequate i.e. total time for data collection and presentation. The organization of study has adequate staff to meet the target number of respondents. The researcher assumes the responses will convey the truth (no biasness).

Limitations

• Accessibility: Since only well-established organizations use this technology, the researcher accessibility to particular areas may be limited.
• Cost: Since there are many resources that the researcher needs to use there is going to be financial constraints on the side of the researcher.
• Partial response: Incase few responses are received then it is likely that the evaluation of data as well as the final report will be affected.

Time Schedule/Time Line

The research is deemed to take a period of five months until its all completed to the final stage. The proposal is to take the first two months of the study and the rest; three months will be for the research, analysis and presentation of data. The timeframe awarded to the research will be enough for researcher to come up with a presentable piece of work. Below is a table that shows activities to be conducted each month.

Appendix I: Timetable

To effectively carryout the research, the researcher will need the following items: Computer-typesetting and data entry, printer-for all printing purposes, printing paper, flash disks, stationeries-pens, calculator, and handsets-communication purposes.

In terms of personnel, the researcher will need five more individuals who will help in data entry and collection (Carville and Mitchell, 2001). Two individuals will perform duties of entering all the data collected from the field whereas the rest including the researcher will be on field collecting data, which is submitted on a daily basis. Those involved in data entry will also perform duties of preparing daily progress report from the information provided.

Conclusion

In general, entities should integrate use of Adobe Connect Gotomeeting in their daily activities to ensure efficiency. Learning institutions should embrace this new technology since it is cost effective and students get to interact one-on-one with their lectures. Thus students will receive quality materials they desire and hence improvement in their output as well as technological skills. In the end, this will reflect in the quality of students produced by an institution.

Similarly, business entities and other organizations tend to minimize costs that would have been incurred if humans were to be moved to attend meetings overseas. Adobe Connect Gotomeeting has made it convenient for entities to send and receive information directly where each party (a manager for instance) does not have to be present in staff meeting (Wiessner, Hatcher, Chapman, and Storberg-Walker, 2008). In case he is overseas, such a manager can hold the meeting at the time its scheduled from his computer wherever he is. He can also give instructions and demonstrate whatever he wants done via web b y using Adobe Connect Gotomeeting.

Recommendations

The researcher would like to recommend to all entities to embrace the use of Adobe Connect Gotomeeting in their online communication since it delivers value to the target customers thus boosting overall perception of the organization. This technology saves the organization lots of resources at the same time delivering value. The organization will accomplish all their communication at the shortest time saving a lot of time and money.

Therefore, in order to accomplish the targets by use of these technology the researcher urges entities to properly plan for the implementation of Adobe Connect Gotomeeting in distance learning as a collaboration tool so that they can enjoy the positive impacts of the technology otherwise results will be adverse if not properly planned. After planning, adequate financial resources should be channeled to the process of implementing. Its by doing so that the fruits of a carefully thought of and implemented project are going to be enjoyed.

Thus, entities should put consideration into the discussed variables, which would make the implementation of such a beneficial technology in organization difficult.

Appendix II: Budget

Appendix III: Questionnaire for Staff Members

Background Information

• Gender:

  • Male
  • Female
• Working experience

  • 2 years
  • 3  5 years
  • 6 years and above
• Position held in the organization

  • Managerial
  • Supervisor
  • Employee
• Efficient Communication is essential in the implementation of Adobe Connect Gotomeeting.

  • strongly agree
  • agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&&
• Timely communication is core factor during implementation of Adobe Connect Gotomeeting.

  • strongly agree
  • agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&
• Cost of acquisition, implementing and maintaining Adobe Connect Gotomeeting technology is a major factor to be considered.

  • strongly agree
  • agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&
• Quality of service delivered from adoption of Adobe Connect Gotomeeting technology is a major consideration when implementing the technology.

  •  strongly agree
  •  agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
• Convenience should be attained when implementing Adobe Connect Gotomeeting technology in the organization

  • strongly agree
  • agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
• Timeliness in connection between users of Adobe Connect Gotomeeting technology is essential factor during its implementation

  • strongly agree
  • agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
• Financial constraints are major factors that determine the implementation of Adobe Connect Gotomeeting technology

  • strongly agree
  • agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
• Proper planning determines the success of Adobe Connect Gotomeeting implementation process in distance learning.

  • strongly agree
  • agree
  • disagree
  • strongly disagree
  • Comment&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&
• What are the general measures that can be adopted to improve the implementation of Adobe Connect Gotomeeting technology in your organization?

  • ____________________________________________

Reference List

Carville, S., & Mitchell, D.R. (2001). Its a Bit like Star Trek: the effectiveness of video conferencing. Innovations in Education and Training International, 37(1), 4249.

McMillan, J., & Schumacher, S. (1993). Research in Education: Evidence-Based Inquiry (with My Education Lab). New York: Pearsons Press.

Salkind, N. J. (2009). Exploring research. (7th edn.). Upper Saddle River, NJ: Prentice Hall.

VanMerrienboer, J. G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.

Vaughan, N. (2007). Perspectives on Blended Learning in Higher Education.

International Journal on E-Learning, 6(1), 81-94.

Wiessner, C. A., Hatcher, T., Chapman, D., & Storberg-Walker, J. (2008). Creating new learning at professional conferences: An innovative approach to conference learning, knowledge e constructions, and programme evaluation. Human Resource Development International, 11(4), 367-383.

Woo, Y., & Reeves, T. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and Higher Education, 10(1), 1525.

Online education by Nagel and Kotze

The main purpose of the research by Nagel and Kotze (2010) was to see the efficiency of the available teaching strategies for the online classes of large size to address the issue of the limited personal exposure of the learners to the tutor. The findings of the research signify that the employment of active social presence facilitates extensive feedback and provides higher efficiency of teaching. In other words, social learning is what needs to be emphasized when there are limitations to personal exposure of the learners to the teacher which is a frequent cause in contemporary online teaching. Based on personal experience of online teaching I can state that working with a large number of students (more than 20) is very challenging. To create positive learning experiences for the students, the tutor is to build an online community. Wang (2005) points out that there are three dimensions to such communities: task, technological and social.

The technological dimension refers to the tools that help communication, and the task dimension is the content of the course. The social dimension includes the learners interactions, collaboration, and mutual help. This is the dimension that Nagel and Kotze (2010) suggest to emphasize in a large size online class. The research by Richardson and Swan (2003) shows that social presence is the determinant of the course satisfaction and the outcomes of the learning. Currently, there is an issue because the learning management systems online are built based on the experiences of face-to-face teaching, which is unsuitable for distance teaching, and the inconsistency creates negative learning outcomes. The modern online education needs adjustments related to the facilitation of independent learning, student collaboration, and minimization of the role of the teacher as an active supervisor.

Problem of distance learning

When it comes to the problem of the facilitation of efficient distance learning, Wang (2005) maintains that social interactions between the students based on the curriculum activities are as important as the private communication and the discussion of the subjects unrelated to the course and assignments. Private communication helps to create a community, keep the learners together as a group and nurture them.

In the argument of the curriculum and technology the computer can be viewed as the main facilitator of learning, although Ally points out that the computer is mainly a tool, a device a learner and teacher employ to participate in the knowledge delivery and acquisition (Ally 2008). This way, the curriculum is the aspect that is supposed to address the issues related to task and class management in online learning. As a matter of fact, in face-to-face teaching, the educator employs different kinds of activities to facilitate better comprehension of the materials. The tasks include reading, discussion, writing, research, group work, independent projects among others. The same approach has to be applied in distance learning, but it has to be taken into consideration that personal communication between the teacher and the students will be minimized, so the curriculum needs to be built in a way to address the needs of the learners and connect the new material to the old one for the best comprehension (Ally, 2008). To solve the technical problem the educators are to research the latest software and tools to create the best educational programs and carry out efficient activities. To resolve the problem of communication the teacher is to encourage group activities, collaborative projects, and peer-reviews among the learners. This will also help to solve the curriculum issue making the teaching orientated specifically for an online class.

Reference List

Ally, M. (2008). Foundations of Educational Theory for Online Learning. In T. Anderson (Ed.), The Theory and Practice of Online Learning, pp. 15-121. Athabasca, Canada: AU Press.

Nagel, L. & Kotze, T. G. (2010). Supersizing e-learning: What a CoI survey reveals about teaching presence in a large online class. Internet and Higher Education, 13, 4551.

Richardson, J. C & Swan, K. (2003). Examining social presence in online courses in relation to students perceived learning and satisfaction. JALN, 7(1), 68-88.

Wang, H. (2005). A qualitative exploration of the social interaction in an online learning community. International Journal of Technology in Teaching and Learning, 1(2), 79-88

Introduction

The article First Nations Pedagogy for Online Learning by Currie S. and Kaminski J. contains a presentation of the project founded by Nicola Valley Institute of Technology and Kwatlen University College. The project is dedicated to creating and developing new opportunities for online education for Aboriginal learners. The article provides a brief description of the projects goals, values, principles, and methods. It explains the necessity of using the First Nations Pedagogy principles as well.

Discussion

The purpose of the article is to introduce the reader to the First Nations Pedagogy for Online Learning project. As it was presented at the ICT Summit in 2008, the article was addressed to the educational workers in the first place. The Currie & Kaminski central thesis is the need to incorporate Pre-Colonial First Nations situated Pedagogy into online course design and delivery (p. 3). The topic is important as nowadays globalization processes in many ways standardized educational systems to the European pattern. However, teaching strategies are more varied, and it is significant to represent as many of them as possible as different techniques and strategies ensure the different needs that students have. Not all of these needs are met in the global standard of education. It is especially important to provide different strategies when it comes to representatives of unique cultures whose legacy needs to be protected and passed to the next generations. It is essential to implement these strategies in online education as well to ensure the right of Aboriginal students to be educated by First Nations Pedagogy techniques regardless of their educational environment.

The structure of the article is logical and consistent; it provides the reader with the necessary information. The central themes of the article are the main principles and methods of First Nations Pedagogy and decolonization as the primary goal of the project (Currie & Kaminski, 2008). In regard to the mentioned above principles, Currie & Kaminski pay a lot of attention to the interaction with Elders as carriers and emblems of communally generated and mediated knowledge (p. 10). The vital role Elders play in the educational process is covered from a cultural and social point of view. However, the way this exact principle could be implemented in online learning is not clear, as some techniques described in the article, for example, circle talk, are intended to be presented through live communication only. Implementing some other principles, such as skill-building, for instance, into an online environment seems to be challenging too, and the article does not provide answers to the question of what ways it should be done. This is the main disadvantage of the article, as there are no solutions or suggestions on transferring the Principles of the First Nations Pedagogy online.

The authors often highlight the differences between the European approach and the First Nations Pedagogy approach to education (Currie & Kaminski, 2008). However, they provide this information in small details mostly, and it could be important to see the difference, especially as the authors state that the main goal of their project is decolonization and transformation of knowledge. A more systematic comparison between the two models could illustrate the necessity of such transformation more effectively.

Despite this drawback, the authors goal is mainly achieved. The article gives the first idea about what the First Nations Pedagogy is and why it is important; the goals of the project are clear too. The authors use illustrations that help to present information effectively. They use appropriate tone and objective language to present their point of view. The article is successful in convincing readers of the merits of using principles of First Nations Pedagogy. The only improvement that could be used is an explanation of how those principles would be implemented in online learning.

The topic is relevant to Indigenous Education as the principles of the First Nation Pedagogy pursue the same goal that Indigenous Education does: supporting Indigenous cultures. It includes following the traditions and methods of each cultures unique educational experience and increasing the cultures presence (Indigenous Education, 2022, para. 1). This is exactly what the project of First Nation Pedagogy for online learning is trying to do in regard of the culture of the aborigines of North America. Keeping traditional methods of education helps to protect the culture from being extinguished by the forced assimilation processes and makes it visible and known, which is the basic principle of Indigenous Education.

Conclusion

In conclusion, the article First Nations Pedagogy for Online Learning is important as it represents the educational strategies that differ from the European approach and help to support Aboriginal students needs. It encourages educational workers to develop strategies that will be implemented online which helps to make these strategies more accessible. The main purpose of the article is to introduce the basic principles of the First Nations Pedagogy, and the authors achieve this goal successfully. The topic is relevant to Indigenous Education as the principles of the First Nations Pedagogy are subordinated to the same goals as Indigenous Education is based on, which is to save local cultural knowledge.

References

Currie S. & Kaminski J. (2008) First Nations pedagogy for online learning. ICT Summit.

Indigenous Education. (2022). Indigenous Education in British Columbia. Web.

Introduction

Distance education is also referred to as distance learning. This is a new approach to the field of education where students can be able learn far away from the traditional classroom. As a matter of fact, it revolves around technology and various instructional system designs (Taylor, 2003, p. 34). In this case, they are used to deliver education to various students who are not in class as expected in the traditional system.

As far as distance learning is concerned, students are separated by distance and time. In this case, it should give learners a good experience as they gain information over a given period of time (Baumgartner, 2007, p. 19).

Discussion

Distance learning has been evolving as time goes by and this means that there are certain trends that need to be looked at. As a matter of fact, there are past and current trends in distance education that need to be evaluated (Moore, 2005, p. 27). It can be traced from 1840s where it has been growing via correspondence. Technology has been incorporated in distance education as time goes by to make it more effective and efficient.

Initially, learning institutions did not have distance learning in their programs but this has been changing as time goes by (Comeaux, 2002, p. 17). As a matter of fact, it has been reviewed to give families an educational experience that they have not got in other institutions. In this case, technology has been used to deliver. As a matter of fact, we have asynchronous and synchronous technologies.

There is a high enrolment in schools and this means that the demand for distance education will continue to increase (Simonson et al, 2006, p. 32). As a matter of fact, these schools do not have the necessary infrastructure to support all this enrolment and this will make distance learning a necessity in education.

As far as distance education is concerned, students want the best experience and this is a challenge to all stakeholders to enhance its sustainability. Most students want courses that will meet their needs and circumstances (Moore, 2005, p. 13). This means that they require flexibility in distance education and this is a great challenge. Competition in e-learning has been increasing and institutions need to come up with competitive products that will satisfy all market niches.

Institutions have been unbundling courses as time goes by and this trend is expected to continue. Online and information age have been changing and this will have a notable impact on e-learning and distance education (Gold and Maitland, 1999, p. 17). Because adult learners are changing, young learners are becoming insecure and institutions will be forced to be creative to suit different age groups.

Current statistics indicate that the number of female, adult and minority learners has been going up. Therefore, a rapidly changing job market will complicate matters and give distance learning a new dimension (Baumgartner, 2007, p. 15). Because female learners are increasing, there will be new approaches to distance education. The need for training is growing and this means that distance learning will have to incorporate a lot of practical activities to suit these market niche.

The role of information technology and computing will be immensely felt in distance education. This is because there are new developments that will shape the whole aspect of distance education (Taylor, 2003, p. 21). Currently some faculty members are not comfortable with distance learning. This is because they are resting technological course deliveries. Distance learning has instructors and they should not feel like they are being isolated.

Conclusion

Various academic trends suggest that knowledge is growing and this will be instrumental in the spread of distance education. As a matter of fact, the institutional landscape of e-learning is set to experience some revolution (Daniel, 1996, p. 9). It should be known that traditional campuses are also declining and this will increase the demand for distance learning.

The success of distance learning will depend on how well it is organized. This means that instructions will mostly be leaner centered (Casey and Lorenzen, 2010, p. 12). As much as distance learning has been growing, more people want academic accountability. This will therefore change the way distance learning is done.

Reference list

Baumgartner, L. (2007). Learning in Adulthood. New York: Wiley.

Casey, A., & Lorenzen, M. (2010). Untapped Potential: Seeking Library Donors among Alumni of Distance Learning Programs. Michigan: Central Michigan University press.

Comeaux, P. (2002). Communication and collaboration in the online classroom. Bolton, MA: Anker.

Daniel, J.S. (1996). Mega-Universities and Knowledge Media: Technology Strategies for Higher Education. London: Kogan Page.

Gold, L., & Maitland, C. (1999). Whats the difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: NEA.

Moore, M. (2005). Distance Education: A Systems View. Belmont, CA: Wadsworth.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education. New Jersey: Prentice Hall.

Taylor, J.C. (2003). The Fifth Generation of Distance Education: Translation in the Chinese Journal of Open Education Research. New Jersey: Prentice Hall.

Defining the Problem Situation

With the development of the ICT system, the traditional learning environments are in the process of developing new virtual spaces designed for learning. Participants have to adjust to new methods of communication and learning with teachers and peers through a differently organized learning environment. The emergence of virtual learning environments, however, is not entirely subject to technological advancement, but to the necessity of introducing wider opportunities for adult students, or individuals who plan to combine work and study. Virtual communications can be based on various combinations of multimedia platforms and telematics tools. The educational technologies, therefore, should be taken into closer consideration to understand how they relate to the social domain of education. In this respect, Amiel and Reeves (2008) insist, educational technologies are often viewed not only as solutions to real or perceived inadequacies of traditional instruction but also as tools for reducing the inequities in educational opportunities around the world (p. 28). However, the rapid development of distant learning questions the existence of real-classroom environments in terms of schedule flexibility and quick information exchange (Barajas & Owen, 2000). At the same time, the virtual system allows students to widen their access to unpublished materials and lectures, as well as to online courses. This opportunity can improve the quality of education and provide further perspectives for its development.

Expressing and Describing the Problem Situation in the Real World Context

To illustrate the picture of the problem, it is purposeful to define the connections that can be created while combining traditional and virtual learning environment by highlighting the problems that exist in each realm. In holistic terms, analysis of virtual environment must account for such elements as new technology, learning materials, and virtual lectures. However, distant learning environment fails to consider constructivist or learner-centric perspective as compared to the traditional approaches to an academic process.

Aside from technological aspects of the problem, the deficiencies in both virtual learning environment and traditional learning environment are affected by social-economic factors. In particular, these processes can contribute to the improvement of the problem situation as soon as the elements are considered within the framework of pedagogic effectiveness and institutional restructuring. Failure to respond to the linguistic, academic, and cultural diversity of the modern world can put creating systems under the threat of low economic, social, and pedagogical efficiency. Therefore, it is purposeful to analyze and synthesize various contexts of education and system research to identify a generalized approach to answering the above-presented situational needs.

Root Definition Stage

Pitfalls of both systems can be solved by introducing alternatives path of reconciling the above-presented concerns and needs, including schedule flexibility, pedagogical efficiency, learner-centred approach, and institutional restructuring. To understand how both systems can coexist independently by fruitfully contributing to each other, it is necessary to define the educational system as a techno-social dimension within which participants can obtain knowledge. Specific attention here should be placed on developing a learner-centred approach in the sphere of distance education because this type of learning environment is deprived of direct, face-to-face communication. The proposed alternatives can involve the following:

• Applying extant knowledge and approaches through the usage of traditional delivery techniques in a virtual environment;
• Reevaluation of the concept of distant learning through introducing disciplines that will shape the basis of operational management and exploration of external factors. In this particular case, ICT systems can shape the ground of a multidisciplinary approach (Barajas & Owen, 2000). In particular, they can create the equilibrium by integrating the developer and the participants of the project. The new project of learning process transformation should also be supported by theories that consider human aspects, including social learning theory (Alexander, 2001).
• Consideration of institutional factors that challenge the introduction of the learner-centred approach into a virtual realm;
• Creating new educational paradigms supporting the cross-cultural environment and underlining students who should stand at the core of the distance learning opportunities;
• Adjusting real-life realms to the virtual learning environment through the identity of social and cultural situations;
• Reinterpreting the nature of learning resources and materials and introducing video and audio courses can as efficient as written records. Students, therefore, can record their video answers to the exam questions.

In general, all the proposed alternative solutions are aimed at integrating traditional learning approaches to distant education. Similarly, educational technologies should also be regarded as viable tools for promoting learning techniques. In this respect, Amiel and Reeves (2008) insist that educational technology should be understood as a process rather than artefacts (p. 31). Therefore, the above-presented solution about the necessity to shift the existing educational paradigms is an obligatory condition. Indeed, a new vision on the role of technology in education can promote debates on the value of educational tools.

Changing educational paradigms could imply the shifts in the following domains:

• Introducing learning technologies and new concepts in learning and teaching;
• Changing the concept of teacher-learner interactions;
• Understanding the nature of learning materials;
• New patterns of pedagogical design in the virtual learning environment;
• Planning, development and implementation issues of distance learning;
• The emergence of new teaching strategies.

The above-presented means are essential for developing and researching an open system of distance education because it manages to reconsider such important issues as teaching technology, virtual learning, and globalized markets. What is more important is that the new project offers a variety of cultural, ethical, technological, and intellectual property issues that need to be resolved. The development of open system projects, therefore, should focus on a new curriculum that brings in innovation into current bodies of knowledge delivered through both traditional and virtual learning approaches.

Developing the Model

The proposed model should premise on a multilevel hierarchical scheme embodying a complex synergy of the traditional educational system and information system. A new realm, therefore, offers an open learning model within which learners and teachers are expected to exchange materials and promote new teaching and learning strategies. The project of an open learning system has several analogous sub-systems presented the research by Al-Badowi (2009). In particular, the researcher is concerned with ensuring a flexible learning framework through the application of soft systems methodology to understand the challenges of social and economic environments.

Apart from educational needs, the new paradigm will require a new outlook on market needs that should be resolved to proceed with the project. The application of the soft systems methodologies provides a wider perspective of what solutions can be implemented to the problem situation to avoid the above-presented challenges.

To implement the model, the following issues should be concerned:

• Developing a new curriculum that would consider video and audio materials a priority. Certainly, such an approach is experimental and, therefore, a survey should be conducted before the new strategy is implemented;
• Understanding the needs of the target audience and adjusting the new paradigms to these needs;
• Presenting an open model of communication. It implies that both teachers and learners should be involved in active communication. There should be a strict schedule using which learners can make inquiries concerning various issues;
• Developing a new system for performance assessment is also a challenge that needs to be addressed. In this respect, the model can imply additional costs and resource spent on improving the assessment scheme.

Contrast and Compare

An in-depth analysis of the problem situation and the evaluation of the proposed model open learning in distance education accounts for all the components introduced in a new solution mechanism. To begin, the development of a new curriculum based on video and audio materials can introduce traditional strategies of conducting lessons. At the same time, introducing new forms of communication, teachers should undergo specific training programs to adjust to a new virtual learning environment, which deviates from the established scheme in the problem situation. Therefore, this issue should be reconsidered.

The learner-centred approach implies a specific focus made on communication and social interaction. In this respect, the development of new pedagogical schemes and the introduction of schedule should contribute to the implementation of an open system. The development of a learner-centred approach is also possible through the implementation of social learning theories within the virtual learning framework. In this respect, changing patterns of distance education from the self-directed and isolating environment to an interactive realm is possible through modelling and communication (Alexander, 2001). In this respect, the role of distance teacher is to capture students enthusiasm, curiosity, and energy and provide them with skills that would help them become self-directed learners. Also, the opportunities for face-to-face interaction via online devices have been widened significantly while eliminating communication constraints.

Feasible and Desirable Change

Considering education as a socio-technical system is a new paradigm and, therefore, both teachers and learners should reconsider their understanding of education in terms of goals, purposes, and techniques. The proposed model, therefore, introduces information systems and computer disciplines that can adjust the extant body of knowledge to a new realm. The task of teachers and learners is to acquire skills that would allow them to accommodate quickly to the emerged changes. Indeed, readiness to change is another condition under which the proposed model can be effective.

Further analysis of the open system of online educations explores the authoritative level implies the governmental structures that should be involved in resolving the issue. They should have sufficient grounds for implementing the above-presented model. In other words, it should produce the advantage of the existing online and traditional delivery systems. The suggested scheme is much more beneficial in terms of all the examined factors (learner-centred approach, flexibility, and pedagogical efficiency and institutional restructuring). Once again, specific emphasis should be placed on the relocation of financial resources and restructure of existing systems.

Action to Improve the Situation

Exploration of the proposed model reveals feasible possibilities for implementing to a real situation because of all of the examined problem situations can be improved and promoted to a new, more efficient educational paradigm. Since education should constantly change, the given research can advance understanding of how distance learning can further be developed and improved.

References

Alexander, L. M. (2001). Social Learning Theory and Distance Education: Compatible and Incompatible Constructs? Perspective on Physician Assistant Education. 12(4), 267-269.

Al-Badowi, A., (2009). E-Learning Designing and the Implementation in the Light of the Australian Flexible Learning Framework: The Syrian Virtual University Roadmap to Success. Internet Applications and Web Applications and Services. 413-417.

Amiel, T., & Reeves, T. C. (2008). Design-Based Research and Educational Technology: Rethinking Technology and the Research Agenda. Journal Of Educational Technology & Society, 11(4), 29-40.

Barajas, M., & Owen, M. (2000). Implementing Virtual Learning Environments: Looking for Holistic Approach. Educational Technology & Society, 3(3), 39-53.

With the rapid evolution of technology observed over the past couple of decades, the realm of education has been changed drastically, with innovative techniques, approaches, and tools being incorporated into the process. However, of all changes that the realm of education has experienced, the creation of online learning spaces is, perhaps, the most significant. Although the goals of online learning are precisely the same as those of offline one, the methods with the help of which teachers and students arrive at set goals are strikingly different. Due to the greater range of flexibility in online learning, it can offer better opportunities for time management and the creation of a personalized learning approach, whereas in-person learning provides a teacher with better control over the class.

Starting with the in-person learning as the most common type of education, one should address the opportunity to control the extent of students motivation and engagement carefully, adjusting the teaching approach accordingly. Since offline learning does not imply the same amount of control due to the restricted communication options and challenges in applying nonverbal communication techniques for spotting changes in learners attitudes, a teacher may have reduced control over the learners engagement in the offline setting. However, arguably, the extent of control over the learning process restricts the opportunities for building learners agency and implementing the guided discovery approach, where students take initiative in exploring the subject matter. Therefore, the level of control as an advantage is a rather contestable point.

In turn, the online learning setting has a range of advantages to offer both to students and to educators. The issue of time management is the most obvious one since, unlike the in-person learning process, students do not have to move from one room to another when switching from one class to another, which saves a significant amount of time. Additionally, learning in a familiar setting will imply a greater extent of comfort and, thus, will lead to increased motivation. One could argue that, unlike a classroom, which is always kept tidy and arranged in the way that allows maximizing its utility for learning, the home setting may be quite cluttered and not ergonomic enough to encourage learners to focus on studying. Therefore, online learning can also boast a more rational approach toward arranging the learning setting.

Given the range of characteristics mentioned above and the current focus on building independence, self-sufficiently, and agency in learners, the choice of the online setting appears to be more beneficial. Once a proper leadership approach to motivating students is developed, a teacher can utilize a broad range of tools and offer learning experiences that will be conducive to building academic curiosity in students. As a result, the online learning process needs to be considered as the next chapter in improving the current education system and promoting enhanced learning with additional opportunities for building critical skills.

Since offline learning does not require spatial arrangements, it offers greater flexibility both to students and to teachers, which improves time management; however, offline learning creates premises for better control over students. Thus, online learning can be considered more challenging in keeping learners motivated and engaged, which calls for the implementation of an appropriate leadership strategy and the development of interactive exercises that help students to remain proactive. Therefore, both types of learning have their advantages, yet online learning should be viewed as the course for the future development of the academic environment due to the potential that it offers for shared learning.

The education sector is critical since it primarily impacts the growth and development of a country. Many nations have different learning methods used to ensure that learners acquire adequate skills in various careers. Modern technology has also been of great significance in schooling since people can attend their learning sessions online. Face-to-face education is a traditional system used in many states, whereby individuals have to go to school. Face-to-face education is better than online education since it boosts interpersonal interaction between students and their instructors, encourages students to connect with others and learn how to socialize with different people, and there is less distraction.

Interpersonal interaction between students and their instructors is vital since it helps teachers identify students weaknesses in different areas and develop ways to help the learners overcome the challenges. Moreover, creating a good relationship with teachers allows students to have the courage to ask questions in parts where they experience difficulties (Paul and Jefferson 3). Teachers can also educate students about other aspects of society and mentor them in dealing with various issues they may encounter in their working fields. For instance, instructors can create a good relationship with students, be their counselors, and educate them about moral behaviors. Thus, interpersonal interaction between students and their instructors is an important issue that is hard to practice in online education.

Face-to-face education encourages students to connect with others and learn how to socialize with different people. The world is diverse, and people have different beliefs and values. Therefore, the method allows learners to meet people of different backgrounds and learn about various cultures (Paul and Jefferson 3). Learning different cultures enables individuals to interact with numerous people in organizations and the community easily. Additionally, it helps a person value and appreciate other peoples origins. Religion is another issue that has led to conflicts in the community. Thus, face-to-face education is vital because students can socialize with their peers from other faiths and learn the importance of respecting all faiths. People can also note that face-to-face education does not only involve academic performance but includes other issues that people experience in the community, such as cultural differences.

Distractions can lead to poor performance of students due to the lack of concentration. Therefore, face-to-face education is essential since its setting limits interferences that individuals in online learning can experience (Paul et al. 6). For instance, people studying at home are likely to be abstracted by noisy neighbors. Moreover, social media has become common in the modern world, and many students have joined various platforms. Thus, social media texts that pop up during lessons can confuse learners. Family members can also engage in conversations that can pull ones attention away from the class activities in online learning. Therefore, face-to-face education is vital since it provides a suitable environment for learners, whereby silence and fewer activities that can disturb individuals are minimized.

To conclude, both online and face-to-face education methods have various advantages. The two systems have been used in many regions to ensure that learners acquire different skills. Moreover, online learning has become common in the modern world due to technology. The current COVID-19 pandemic has also led to many countries encouraging the method to limit the viruss spread. However, one can argue that face-to-face learning has more advantages than online education. For example, allowing students to socialize improves their growth and development since they learn about various cultures and religions. The interpersonal relationship between students and instructors is also achieved, which helps teachers learn the challenges students experience in different courses. Disturbances are also limited in face-to-face learning, unlike in the online approach, where individuals can be distracted by noise. Thus, the advantages of face-to-face education reveal that the method is better than online learning and should be encouraged to improve learners performance and development.

Work Cited

Paul Jasmine, and Felicia Jefferson. A Comparative Analysis of Student Performance in an Online vs. Face-to-Face Environmental Science Course from 2009 to 2016. Frontiers in Computer Science, vol. 1, no.1, 2019, pp. 1-9. Web.

Introduction to Digital Education and the Pandemic’s Impact

Will the world be the same after the coronavirus pandemic? Most people would probably answer: “No”; especially parents who have been wondering how to keep their kids engaged during the lockdown, teachers who have been struggling to adapt to online teaching, and government officials who have been trying to come up with adequate solutions. The pandemic has revealed the inconsistency of the current educational practices and shed light on the need for a new education model. Had education institutions embraced digital learning earlier, they would undoubtedly have shown greater agility in dealing with this unprecedented crisis. Digital education refers to the use of electronic devices and digital media to implement distant online learning or blended learning programs. Digital education enhances our ability to meet the challenges of the future because it has a higher potential to meet young generations’ needs, better integration into the digital economy, and greater environmental sustainability.

Engaging Young Generations: The Power of Digital Learning

First, digital education has proven to create a conducive learning environment, where learners can feel comfortable, empowered, and emotionally engaged. Young students are very comfortable with the use of technology. They love surfing the internet, chatting online, posting on social media, and playing video games; some have virtual friends. They often question the usefulness of spending several hours in the classroom listening to a teacher whose teaching methodology is incompatible with their mindset. To engage them in the learning process, we need to use educational tools adapted to their lifestyle and interests and make learning fun. Videogames are considered by many educators as an excellent learning tool. According to the English psychologist Mark Griffiths, videogames have a high educational potential when they “are designed to address a specific problem or to teach a certain skill [ ].” Plenty of examples illustrate this claim: Mathmateer is great for learning math, HoloLAB Champions teaches chemistry, “StarCraft” helps develop problem-solving skills, and with CodeCombat you learn programming. Virtual reality and augmented reality tools are used to increase video games’ attractiveness and design fully immersive lessons. Thanks to applications such as Unimersiv and Google Expeditions, students can find themselves strolling in the street of ancient Rome; exploring Antarctica’s landscape, and walking on the surface of the moon. In addition to its attractiveness, digital education permits greater learning flexibility. You can learn anywhere, at any time, at your own path and pace. Contrary to the conventional education system that addresses the needs of a whole class, digital learning is more personalized. Integrating technologies into educational systems will make education more suitable for today’s students. Interactive and adaptive software can be adjusted to students’ interests and learning styles. By giving learners the opportunity to pursue their topics of interest, prioritize their tasks, and personalize their projects, digital education fosters their autonomy and sharpens their judgment. They can now feel empowered; they aren’t anymore the passive receivers of the knowledge provided by the teacher, but rather the main actors of their own learning. In short, digital education is a powerful engine for learning that drives learners’ motivation, unlocks their potential, and opens their horizons.

Preparing for the Future: Integration into the Digital Economy

Second, the digitalization of education can also accelerate the integration of educational practices into the digital economy and prepare society for the rapidly changing 21st-century employment market. The jobs of the future are those generated by the digital economy. This emerging economy values task-oriented skills and requires greater job mobility. Artificial intelligence, automation, and digitalization are increasingly disrupting the world of work; and it’s becoming clear that tomorrow’s jobs will be radically different from today’s jobs. A report published by the American management consulting company McKinsey in January 2017 estimates that half of today’s work activities could be automated by the mid-21st century[ ]. Manufacturing and administrative jobs will probably undergo a significant decline. But, if the digital economy destroys jobs, it also creates new ones. According to the World Economic Forum, “65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist[ ].” Indeed, ICT jobs will continue to be in high demand. Most of the high-paying jobs will evolve from expanding new technologies such as artificial intelligence (AI), the internet of things (IoT), cloud blockchain, data analytics, and cybersecurity. In the new knowledge-driven economy, data has become the new source of wealth. Even low-skilled jobs will require a certain level of digital literacy. Hopefully, digital education enables learners to use a range of technology tools to find and assess information, collaborate with others, and produce and share content. Online Project-Based Learning (PLB) helps students develop their communication, interpersonal, problem-solving, and entrepreneurial skills by making learning collaborative and interactive. In the global transformation age, these soft skills’ importance can’t be overstated. It’s also essential to provide workers with adequate tools to be reskilled every time they need to switch occupations. Gone are the days when one can dream of a long-life job. To ensure prosperity and maintain social and economic stability, nations should implement an agile and flexible internet-based education system that prepares citizens to learn new skills, not only when they are young, but also at all stages of their working lives. To sum up, tech-driven education helps students develop, not only the skills but also the resilience needed to meet the challenges of a world of constant uncertainty.

Environmental Sustainability and Digital Education

Environmental sustainability is an additional argument in favor of the digitalization of education. Many people think that online learning has a positive impact on the environment. If you join a virtual school, you won’t have to use any means of transport (car, bus, train) to go to a physical location every day. You, therefore, reduce your carbon footprint and contribute to the fight against global warming [ ]. Virtual schools also eliminate the need to erect new buildings and consume additional materials and energy or reduce green spaces. Replacing textbooks with e-books saves millions of trees every year and reduces the amount of carbon dioxide, carbon monoxide, and the highly toxic wastewater produced by paper mills. According to the SMARTer2030 report delivered by the Global e-Sustainability Initiative (GeSI), “ICT has the potential to enable a 20% reduction of global CO2 emissions by 2030.”[ ]. In brief, digital technology aims at enhancing energy efficiency and reducing carbon footprint. We can therefore claim that digital education is more environmentally friendly than the traditional education system.

Cybersecurity Concerns in Online Learning

However, online learning prompts security and privacy risks as with all internet-related activities. Identity theft, email harassment, cyber-stalking, indecent exposure, and phishing are the most common crimes that target online learners. Some social media and webinar tools are not privacy-protective by default and can therefore become invasive, undermining an individual’s or household’s privacy. Even in technically advanced countries, online learning platforms are not shielded against vicious cyberattacks. On April 10th, 2020, the Associated Press reported that Singapore suspended the use of the popular conferencing application Zoom after two hackers had used “Zoom-bombing” to interrupt a lesson and show obscene images to students. According to the same news agency, similar attacks targeted teleconferences and online classes in the US [ ]. While the seriousness of this threat cannot be ignored, there is clear evidence that these security and privacy concerns can be addressed if students, parents, and educators adopt some basic “cyber hygiene” habits.

Elementary school children should learn how to create strong passwords, and develop privacy awareness. Parents should use parental controls and monitor their children’s accounts to avoid any internet misuse. Teenage learners should learn how to spot phishing scams, distinguish positive and safe file sharing from oversharing, and adjust privacy settings when using an online learning platform. In fact, one of the main sources of cyber threats is negligence. Sharing access codes and other sensitive information on social media is a mine of gold for hackers. The previously mentioned Zoom-bombing attacks on video conferencing platforms could have been avoided if the users hadn’t shared the code to connect over social media. To sum up, a culture of cyber security awareness and adequate training in internet best practices can make online learning a safe and enjoyable experience.

Conclusion: Embracing the Disruptive Potential of Digital Education

In conclusion, digital education enhances learning efficiency thanks to its ability to customize learning and make it enjoyable and challenging. It also equips young generations with the skills needed to thrive in the knowledge-driven emerging economy, while protecting the environment. Overall, its most striking feature is its disruptive potential. The ubiquity of the internet has stretched learning beyond the boundaries of the classroom. It has become an open process that connects people in virtual forums, where participants develop, not only their factual knowledge but also the collaborative and creative skills that humans will ultimately need to confirm the supremacy of the human mind over artificial intelligence.

Coronavirus (COVID-19) has disrupted significantly in human life. The purpose of study is to investigate the impact of coronavirus on Indian education system. As coronavirus spread across the whole world, due to this pandemic situation and lockdown, has forced education sector to close temporarily. The education system in India has shut down, due to spreading of coronavirus among students and restricting moment of students and social distancing. All over the world, in many countries closing of school, colleges, universities and cancelling of classes, due to coronavirus leads to uncertainty and anxiety.According to UNESCO, all over the world 157 crore students are impacted by shut down of education system due to corona virus. According to survey on impact of higher education in India, Ministry of Human Resource Development observed 993 universities, 39931 Colleges and 10725 Stand Alone Institutions which contribute in expanding higher education and the student enrolments density of India in education is nearly 37.4 million every year is affected. The government of India spends 4.6 percent of its GDP on education. The UNESCO has surveyed on education system of India observed that in both schools and colleges 32 crores students are affected in India. The structure of learning, teaching assessment and schooling, was affected by the shut of education system. Indian government has come up with new idea called e-learning. E-learning is an interesting, interactive and alternative learning as compared to classroom teaching. Digital education is the only alternative solution for classroom learning, which minimizes the chances of spreading of coronavirus to students. The impact of Indian education system aims to understand the challenges and opportunities of coronavirus.

Coronavirus (COVID-19) is a deadly disease. The whole world is fighting against coronavirus, being declared pandemic by World Health Organization (WHO) and also battling against the economies across the globe because of lockdown. Lockdown is implemented in India to save citizens from COVID-19. Due to lockdown Indian economy is severely affected and not only economy, also the education system has affected by the entry of deadly disease coronavirus.

Government of India has shut down education system temporarily from preventing the spread of coronavirus among the students. Both schools and colleges of India come up with new alternative solution of online classes. Online Classes has more challenges of network issues, lack of training, lack of interest, lack of awareness, less attendance, lack of interaction, lack of connectivity, lack of personal touch and implementation of online classes in villages, remote areas are difficult. Indian education system is facing more difficulties in adoption of online classes, due to sudden implementation. This pandemic situation in Indian education system cancelled many entrance exam, competitive exam, schools and college admission, board exams.

Meaning of Covid-19

Coronavirus (COVID-19) is a deadly disease. Coronavirus is identified in 2019 (CO – Corona; VI – Virus; D – Disease). The COVID-19 is a new virus linked to the family of viruses as Severe Acute Respiratory. Common Symptoms can include: fever, ccold, cough, shortness of breath or breathing difficulties.

The COVID-19 is transmitted through coughing and sneezing direct contact with respiratory droplets of an infected person. There is no vaccine currently available for coronavirus. This COVID-19 can be easily attack children’s.

Government of India prevents public health measures by: 1) staying home; 2) covering mouth and nose with mask; 3) washing hands often with soap and water; 4) social distancing.

Affects of Covid-19 on the Indian education system

In India, education system is closed temporarily to preventing spread of coronavirus, due to closure of both schools and colleges, 32 Crore students are affected. Classroom learning is converted into online classes. Online classes are implemented suddenly due to shut down of education system in India. Online Class is affected by these factors:

• Network issues
• Lack of training
• Lack of interest
• Lack of awareness
• Less attendance
• Lack of interaction
• Lack of connectivity
• Lack of personal touch
• Implementation of online classes in villages, remote areas are difficult

Covid-19 Challenges to Indian Education System

Lockdown changed the perspective of schools and college learning system. As traditional Indian class room learning are converted to digital learning suddenly, due to coronavirus and shutdown of temporary education system in India, both students and educational institution faces difficulties to adopt digital learning is the most common challenge faced. Also the quality content is major common challenging i.e. learning through online class room should reach the students with full quality learning and clear understanding of concepts. The new adoption of this digital technology was reluctant for students and teachers. This new technology faces many competitive edges in digital learning. Network issue and lack of concentration in online classes rapidly decrease the interest in learning of an individual and also decreases the effectiveness of learning. Some private and government school and colleges are not able to implement basic needs of digital learning. Online class has a huge gap between teachers and students and this causes lack of interaction in an individual. The main challenge of digital learning in India is huge difference between in urban and rural schools. Rural schools should be improved by government by giving proper training to pursue education through online. Most of the parents cannot afford internet connection for their children to study. Migration of people from one place to another due to pandemic situation sometimes causes loss of education. Other than online classroom students cannot attend coaching class for competitive exams like NEET, JEE, CAT etc. India has ranked 129th out of 180 countries on the Human Development Index (HDI) as per UNDP. School Education GER is approximately 74% and for Higher education GER is 26.5% for the year 2018-19, due to the COVID-19 India faces lot of pressure on education system. India has to improve lot in online education system by developing more effective online leanings, new ideas and productive, improving professional skills through assessing online and improvement of quality of online education. Government of India should take steps in improving education system and the challenges faced in online classes.

Covid-19 Opportunity to Indian Education System

Coronavirus has given a great opportunity to Indian education system to improve and develop more and more. Any change can disruptively bring some new opportunities that will transform the education system to worldwide. This opportunity gives India to reform the education sector to worldwide. This pandemic situation has taken India to next advanced level of education through online classes. Proper development of basic needs of online classes can be implemented and developed all over India. Current development in education system changes the structure, method, concepts and way of learning with seamless integrating with digital learning modes and this builds a unified learning system. This method gives cost effective for both school and colleges. Different e-learning platforms can be introduced. Government of India can develop rural schools and colleges by developing basic needs of digital learning. Through this online education system government schools and colleges can be developed. Schools and colleges will change their model of learning. This opportunity will demand teachers to go through some training and change themselves to the level that would be required for digital learning. Distance learning has given many opportunities to teach differently and learn differently, self-learning is encouraged, providing more and more opportunities to learn from the diverse resources. This change gives great opportunity for schools and colleges, to improve and develop the quality of the learning material which is used in the teaching and learning process. Digital learning will be the new format of learning. There is lot of requirement needed to find new ways to design, develop and deliver quality of learning content. Learning management systems will bring more openness and transparency in education system. A large number of educational trainings, classes, meetings, seminars, assessment and conferences will be handled through online. This opportunity gives possibility to new form of business model in future. This education system is forcing teachers to reinvent their roles and responsibility by transferring information to enabling learning system. Government of India can allocate funds for digital education system. The Ministry of Indian education is planning to develop high quality E-learning application. By this development of application for digital online education system parents or guardians are responsible to play a major role in educating their children. Google Classroom is a free web service given by Google, where schools and colleges can use to online education. Digital learning has many like digital learning has no physical boundaries.

Conclusion

Thus this paper provides an overview of impact of COVID-19 on education system of India. The education system of India due to lockdown is going to cause major interruption in students learning. As a result, Indian education system converted to next advanced level of education. Government of India should plan according to develop the digital platform. By this development government schools can make use of TV for classes which will be cost effective and direct reach to economically back students and also geographically reachable. The coronavirus pandemic has changed education system of India. New solutions for education could bring more ideas, innovation and technological development. This new solution can widen equality gaps of education.

References

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Open distance learner is the method that can give or improve learning through telecommunication around the world via the Internet and teleconferencing. There are few qualities required to be an open distance learner. Responsible is one of the qualities required to be an open distance learner. The open distance learner needs to have their self-motivation to advance. To have the quality of responses, all tasks or assignments given by the lecturer will be done before the deadline to all my learning journey. Responsible for any task like example completed assignment on time. Take the initiative and carry out to solve any problem in this lifelong study.

Besides that, another quality that is required to be a great open distance learner is self-managed and independent to learn by their own-self. According to Ergul 2014, self-efficacy, self-regulation and achievement goals have an important relationship between distance education. For example, learners responsible to do the assignment or tasks given by the lecturer in class via searching for information through the Internet by themselves. The learner could success and get more information through their self managed. To working toward improving myself in this area, time table or schedule arrangement for my study, working and family matter is well managed.

Apart from that, one of the important quality have to be adapt by open distance learner is multitasking skills. Multitasking skills important for open distance learners to execute effectively in multitasking surroundings. It is because the majority of open distance learners are full time or part-time working adults. They have to manage for job tasks, coursework, family responsibilities, and others. Multitasking skills will be improved like example my self must know the problem what we facing. Thus, so that we can easily handle it. Besides that, I will try to write down every single task to find out the main point.

Furthermore, another quality that required for open distance learners is positive themes. Those positive themes include individualism, recognition, relevancy, and dialogue. Through these positive themes, it can expansive possibility to show open distance learner cognition learning, make trust and motivating them to higher accomplishment. Besides that, open distance learners can have more skill in problem-solving and provide opportunities to dialogue, debate, and negotiation of meaning such as group work with these positive themes. Positive themes like example always remind own self in mindset thinking positively even though we are facing problem make it as an experience when you are going through the problem you have learned something at there.

Open distance learner behavior during open distance learning is one of the most important things to make you succeed in education. Open distance learner behavior like example behavior is the most important thing in open distance learning always behavior own self think it possible to anything, believe it and make it come true. As explained by Rai & Chunrao (2016), students’ behavior plays an important role in learning.

In conclusion, all these qualities could enhance the open distance learner to have more confident during this learning progress.