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Delivery-date: Sat, 26 Dec 2020 14:09:21 +0530
To: [email protected]
Subject: New article submission by Tripti Bassi for Sandarbh!
Date: Sat, 26 Dec 2020 14:09:21 +0530
From: Eklavya Team <[email protected]>
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=0ADear Sandarbh Team,
=0AYou have a new article submission on Eklavya's website.
=0ASubmission details are.......
=0AName: Tripti Bassi
=0AEmail: [email protected]
=0ASubject: Online Education=20
=0AContent/Article:
=0AFallacy of =E2=80=98Online Learning=E2=80=99: Reflective Experiences on =
Teaching-Learning Processes=0A
=0A
At a time when online learning, through various applications that rely heav=
ily on power-point presentations, pdfs and worksheets are the most preferre=
d way of dealing with education gaps, lets step back to think and ponder. A=
re we actually prepared for such a digitalized learning environment? Is thi=
s learning mode accessible to all the stratas of society? The basic infrast=
ructure that it requires is also unavailable to most. In such a state of un=
certainty, it is difficult to put all resources together even for the privi=
leged sections of the society. What to think of the economically weaker sec=
tions who like others never thought of such inputs as necessary? Now teache=
r, relies more on PPT's to transact themes and achieve various leaning goal=
s. They are truly succumbing to clarifying doubts if such modes are unable =
to cater to our needs.=0A
=0A
Be it school education or higher education these are some of the dilemmas t=
hat we are faced with. Unable to get physical contact with the teacher, stu=
dents of primary grades are struggling with this new reality. As a mother o=
f an eight-year-old, what I realize is that the new system of education is =
bringing along anxiety, lack of certainty, and constant struggle to master =
new skills in a short span of time. The massive pressure that online learni=
ng brings to our younger kids is unsurmountable considering it their first =
and initial encounter with learning of this kind. What we are faced with is=
 an awareness that our knowledge is incomplete and needs a lot of improveme=
nt. When we look around for support then all quarters seem closed in this p=
resent hour of crisis where we are left to our own meagre mental, physical =
and social resources to depend upon. The economically weaker sections are s=
till out of this realm of learning and are unable to even access this learn=
ing mode.=0A
=0A
Is this going to be the new reality of education in the twenty first centur=
y, one is left to think. Where are we proceeding to? How is this online mod=
e of learning different from home-based learning? How is home schooling a v=
ariation of online learning is what we are left to think upon. Home-schooli=
ng is definitely broader in nature and scope since it is based on the premi=
se of parents assuming active roles as educators. Less time, more pressure =
to perform, inability to express, anxiety and stress our children are faced=
 with are another ugly reality of education which deprives them of the peer=
-based approach where learning happens in a free environment. Freedom to mo=
ve or freedom to think is getting checked. Our children as well as youngste=
rs are faced with a situation of darkness and are unable to come to terms w=
ith it considering lack of preparation requited for it. Strain to eyes and =
stress to mind what we currently doing is pulling children away from their =
real selves. Children=E2=80=99s daily schedules have changed and they are u=
nable to get up early to read or engage in creative and critical thoughts.=
=0A
=0A
Education will have to redefine itself to deal with situations of this kind=
. Likewise, pedagogy of present times has to reorient to address challenges=
 that we are countering. Children actually seem to dislike online mode of e=
ducation. They are not able to interact like they did in the class. Teacher=
s actually go quite fast in delivering instructions. Alongside network issu=
es obstruct effective learning as it does teaching. The burden of learning =
and comprehending gets almost totally transferred to our students who have =
no other support then to fall back upon to achieve their goals. The only fe=
ar is that this dislike for online mode should not lead to dislike for educ=
ation itself which will be catastrophic in the times to come. We need delib=
eration and focused reflection on how to transact teaching-learning process=
 in the time of pandemic like the one which we are faced with. Children act=
ually miss interacting with their peers with who they loved to be with, the=
y can just watch their peers and can=E2=80=99t play with them, their intera=
ction is only limited to seeing one another. They miss sharing nitty-gritti=
es of everyday life which was the rule of the day. Children liked to work t=
ogether which again they are losing since now they are expected to totally =
accomplish tasks on their own with no help from their peers. Group work has=
 vanished which was relied upon as a tool to ensure good comprehension. The=
 school in the present times of crisis seems to be a distant reality for ch=
ildren. On digital platforms, children dislike being turned mute when they =
want to voice their opinions on interesting themes. Since the new technolog=
y allows teachers to turn children mute which was not possible in the class=
 but has become a reality. Now, shift from the teacher has come on to the s=
tudents to prove their caliber and thus they live in a state of perplexity.=
 Even video of students can be turned off if they find it difficult to focu=
s on the onscreen class. What are the possible solutions? What values are b=
eing transferred through these mediums of learning?=0A
=0A
In higher education, the students are faced with depression and fear about =
future. They are confined to their homes. No doubt that is the best solutio=
n, however when it comes to girl students, we realize that they have been o=
ver-burdened with domestic tasks and find little or no time to engage acade=
mically. Gender relations in these times are working to subjugate women and=
 keep them confined to their traditional roles. Combined with this is the i=
nsecurity about placements and job prospects, the youth face a bizarre situ=
ation and have succumbed to their fate. Their state of depression shows in =
upset daily routines whereby they get up late and refuse to attend morning =
classes being engrossed in their home tasks. As a teacher educator, online =
mode allows me to foremost get in touch with my learners, counsel them and =
mentor them to optimistically think about life. I have realized this is not=
 an apt forum for discovering rather than covering syllabus, to which many =
would agree. It allows me to understand their curiosity and dilemmas and to=
gether look for solutions to everyday problems. It gives me some certainty =
to see them and orient then to follow their schedules, stay formal in their=
 demeanor and focused in their approach to life. It is like a gateway to re=
ach them out when all paths seem lost. I think we need to limit ourselves f=
rom raising our expectations from online mode of learning since we have alr=
eady realized that in an unequal society like ours it is far from being an =
effective way of transacting the teaching-learning process. I understand th=
at my students have learnt to negotiate their space of learning and commit =
to reading and writing and keep some time for self-reflection amidst the dr=
udgery of everyday household work to which they get pulled into.  As Dewey =
(1938) in his book =E2=80=98Experience and Education=E2=80=99 stated that e=
ducation of whatever kind has to justify itself in the name of education=
=E2=80=A6=E2=80=A6In this light, online mode of education as a system has t=
o address needs of a diverse population and think of ways to make it experi=
ential.=0A

=0A------------ end of content/article ----------
=0AWeb Admin=0AEklavya, Bhopal

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Content-Type: text/html; charset=utf-8
Content-Transfer-Encoding: quoted-printable

<p>Dear Sandarbh Team,</p>
<p>You have a new article submission on Eklavya's website.</p>
<p>Submission details are.......</p>
<p>Name: <strong>Tripti Bassi</strong></p>
<p>Email: <strong>[email protected]</strong></p>
<p>Subject: <strong>Online Education </strong></p>
<p><strong><span style=3D"text-decoration: underline;">Content/Article:</sp=
an></strong></p>
<p>Fallacy of =E2=80=98Online Learning=E2=80=99: Reflective Experiences on =
Teaching-Learning Processes<br />
<br />
At a time when online learning, through various applications that rely heav=
ily on power-point presentations, pdfs and worksheets are the most preferre=
d way of dealing with education gaps, lets step back to think and ponder. A=
re we actually prepared for such a digitalized learning environment? Is thi=
s learning mode accessible to all the stratas of society? The basic infrast=
ructure that it requires is also unavailable to most. In such a state of un=
certainty, it is difficult to put all resources together even for the privi=
leged sections of the society. What to think of the economically weaker sec=
tions who like others never thought of such inputs as necessary? Now teache=
r, relies more on PPT's to transact themes and achieve various leaning goal=
s. They are truly succumbing to clarifying doubts if such modes are unable =
to cater to our needs.<br />
<br />
Be it school education or higher education these are some of the dilemmas t=
hat we are faced with. Unable to get physical contact with the teacher, stu=
dents of primary grades are struggling with this new reality. As a mother o=
f an eight-year-old, what I realize is that the new system of education is =
bringing along anxiety, lack of certainty, and constant struggle to master =
new skills in a short span of time. The massive pressure that online learni=
ng brings to our younger kids is unsurmountable considering it their first =
and initial encounter with learning of this kind. What we are faced with is=
 an awareness that our knowledge is incomplete and needs a lot of improveme=
nt. When we look around for support then all quarters seem closed in this p=
resent hour of crisis where we are left to our own meagre mental, physical =
and social resources to depend upon. The economically weaker sections are s=
till out of this realm of learning and are unable to even access this learn=
ing mode.<br />
<br />
Is this going to be the new reality of education in the twenty first centur=
y, one is left to think. Where are we proceeding to? How is this online mod=
e of learning different from home-based learning? How is home schooling a v=
ariation of online learning is what we are left to think upon. Home-schooli=
ng is definitely broader in nature and scope since it is based on the premi=
se of parents assuming active roles as educators. Less time, more pressure =
to perform, inability to express, anxiety and stress our children are faced=
 with are another ugly reality of education which deprives them of the peer=
-based approach where learning happens in a free environment. Freedom to mo=
ve or freedom to think is getting checked. Our children as well as youngste=
rs are faced with a situation of darkness and are unable to come to terms w=
ith it considering lack of preparation requited for it. Strain to eyes and =
stress to mind what we currently doing is pulling children away from their =
real selves. Children=E2=80=99s daily schedules have changed and they are u=
nable to get up early to read or engage in creative and critical thoughts.<=
br />
<br />
Education will have to redefine itself to deal with situations of this kind=
. Likewise, pedagogy of present times has to reorient to address challenges=
 that we are countering. Children actually seem to dislike online mode of e=
ducation. They are not able to interact like they did in the class. Teacher=
s actually go quite fast in delivering instructions. Alongside network issu=
es obstruct effective learning as it does teaching. The burden of learning =
and comprehending gets almost totally transferred to our students who have =
no other support then to fall back upon to achieve their goals. The only fe=
ar is that this dislike for online mode should not lead to dislike for educ=
ation itself which will be catastrophic in the times to come. We need delib=
eration and focused reflection on how to transact teaching-learning process=
 in the time of pandemic like the one which we are faced with. Children act=
ually miss interacting with their peers with who they loved to be with, the=
y can just watch their peers and can=E2=80=99t play with them, their intera=
ction is only limited to seeing one another. They miss sharing nitty-gritti=
es of everyday life which was the rule of the day. Children liked to work t=
ogether which again they are losing since now they are expected to totally =
accomplish tasks on their own with no help from their peers. Group work has=
 vanished which was relied upon as a tool to ensure good comprehension. The=
 school in the present times of crisis seems to be a distant reality for ch=
ildren. On digital platforms, children dislike being turned mute when they =
want to voice their opinions on interesting themes. Since the new technolog=
y allows teachers to turn children mute which was not possible in the class=
 but has become a reality. Now, shift from the teacher has come on to the s=
tudents to prove their caliber and thus they live in a state of perplexity.=
 Even video of students can be turned off if they find it difficult to focu=
s on the onscreen class. What are the possible solutions? What values are b=
eing transferred through these mediums of learning?<br />
<br />
In higher education, the students are faced with depression and fear about =
future. They are confined to their homes. No doubt that is the best solutio=
n, however when it comes to girl students, we realize that they have been o=
ver-burdened with domestic tasks and find little or no time to engage acade=
mically. Gender relations in these times are working to subjugate women and=
 keep them confined to their traditional roles. Combined with this is the i=
nsecurity about placements and job prospects, the youth face a bizarre situ=
ation and have succumbed to their fate. Their state of depression shows in =
upset daily routines whereby they get up late and refuse to attend morning =
classes being engrossed in their home tasks. As a teacher educator, online =
mode allows me to foremost get in touch with my learners, counsel them and =
mentor them to optimistically think about life. I have realized this is not=
 an apt forum for discovering rather than covering syllabus, to which many =
would agree. It allows me to understand their curiosity and dilemmas and to=
gether look for solutions to everyday problems. It gives me some certainty =
to see them and orient then to follow their schedules, stay formal in their=
 demeanor and focused in their approach to life. It is like a gateway to re=
ach them out when all paths seem lost. I think we need to limit ourselves f=
rom raising our expectations from online mode of learning since we have alr=
eady realized that in an unequal society like ours it is far from being an =
effective way of transacting the teaching-learning process. I understand th=
at my students have learnt to negotiate their space of learning and commit =
to reading and writing and keep some time for self-reflection amidst the dr=
udgery of everyday household work to which they get pulled into.  As Dewey =
(1938) in his book =E2=80=98Experience and Education=E2=80=99 stated that e=
ducation of whatever kind has to justify itself in the name of education=
=E2=80=A6=E2=80=A6In this light, online mode of education as a system has t=
o address needs of a diverse population and think of ways to make it experi=
ential.<br />
</p>
<p>------------ end of content/article ----------</p>
<p><strong>Web Admin</strong><br />Eklavya, Bhopal</p>


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Cubjrnet7 Shell
