our views on 'Online Education' in 20 - 25 lines.
Answers
Online lessons are helping educational institutions around India beat the Covid-19 lockdown to push ahead with the academic calendar. But the trend has raised many concerns among educational experts, including those at UNESCO and UNICEF.
While some have expressed alarm about the potential dangers of internet exposure for young children, others say they are scared the digital shift may alienate economically disadvantaged students who don’t have access to the technology digital lessons require.
On 15 April, the United Nations Children’s Fund (UNICEF), which is engaged in humanitarian aid for young ones around the world, said “millions of children are at increased risk of harm as their lives move increasingly online during lockdown in the Covid-19 pandemic”.
According to the statement, the internet exposure puts children at the risk of “online sexual exploitation and grooming, as predators look to exploit the Covid-19 pandemic”.
Online grooming, a worrying product of the internet and social media age, involves predatory adults building online relationships with gullible children and tricking or pressuring them into sexual behaviour.
Answer:
Distance education dating back to online courses facilitated asynchronous instructor-led (top-down) discourse moving us beyond primarily readings and individual projects, which dominated prior correspondence courses, and both espoused the promise of providing access to learning for those that would otherwise would not have it in their local physical environment.
Those with a strong internal drive and self-regulation did well, while others under the misconception of online being “easier” than onsite, failed to complete courses, generating higher than normal non-completion rates (some drop-out rates as high as 70%). This helped fuel and generate a strong body of research on computer-mediated communication (CMC), and how to better structure learner-learner and learner-instructor interaction in primarily text-based asynchronous dialog.
The affordances of allowing learners control of place, pace, and time were touted as early benefits in distance-based environments for many adult learners earning degrees while also fully employed. Strategies such as forming critical web buddies, structuring online discussion session starters and wrappers, and research on the immediacy, length, and type of the instructor-learner communications helped extend and enhance the online learning. Some tout the asynchronous learning environment as richer than face-to-face, allowing time for more reflective discourse and giving voice to those less likely to “speak-up” in traditional class structures.
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