How Covid-19 has Impacted Teaching and Studying

The outbreak of Corona Virus Disease (COVID-19) has triggered a global public health emergency. To stop the spread of the virus, emergency measures were developed in India, resulting in limitations on all non-essential public movements. The necessity for a rapid shift from physical learning to the digital domain of learning has emerged as a result of the closure of educational institutions. Online learning has been identified as a viable alternative to traditional education. However, an e-learning meta-analysis claims that online learning is better than nothing and comparable to traditional learning. To improve the e-learning experience, educational institutions must follow government guidelines and suggestions while encouraging students to continue learning remotely in this challenging environment.

Several ed-tech companies have attempted to capitalize on the opportunity by offering free online classes or imposing time constraints on e-learning courses. These measures have received a resounding reaction from college students, with some new businesses reporting a 25 percent increase in e-learning. Distant learning appears to be a realistic option for students during this period because it provides convenient, on-the-go, and cost-effective access to classes. When compared to traditional classroom instruction, e-learning is also a more engaging and interactive option.

Covid-19, on the other hand, has forced experts to reconsider the usual training method. For a period of three to four months, digital training appears to be a realistic solution for making up for a gap in classroom instruction while limiting the chances of an illness spreading to students until classes resume. More importantly, it has elevated the previously marginalised issue of digital education in India to the foreground.

Digital learning provides several advantages in and of itself, such as the lack of physical limitations, the higher learning engagement experience compared to traditional studying, the fact that it is clever, and the fact that students are taught within their natural range of familiarity. However, there are some limitations and hurdles to digital learning, because face-to-face interaction is generally seen as the ideal type of communication, as opposed to the impersonalised character of remote learning. On-line training has had some success all around the world. In India, we still have a long way to go before digital learning is considered mainstream education because students in urban areas have the resources to decide on digital learning, whereas students in rural areas lack the necessary infrastructure and financial resources to access the resources required for digital learning. The government of India’s creation of digital education infrastructure appears to be difficult at the moment due to a lack of price range. Furthermore, even after the digital infrastructure has been built, instructors must be trained to operate the system to provide real and accurate, uninterrupted, and smooth training to the students. Remote learning is becoming increasingly reliant on dependable energy flexibility and widespread Web access, which can be a major issue for India’s Tier 2 and Tier 3 cities.

Another issue is that e-learning appears to be a very uneven and impersonal experience. Furthermore, due to the lack of a testing setting, e-learning is more prone to experience a high dropout rate. Students may be distracted by gaming consoles and online media at home, and may not experience a sense of community when taking online classes. Learning at the upper education level and learning at the kindergarten/college level may be radically different, therefore a reliable source of training may be in doubt. At each level of training, digital training cannot be used in the same way.

With so many different ways to describe e-learning and the educational methodologies that may be used in these learning environments, many schools and other academic institutions have begun to use the technology. There is a visual and audible clarity that makes knowledge and learning more successful for both the instructor and the student.

However, there is a noticeable disadvantage in that exams must be postponed. Examinations are not possible to do online. It is not only a question of providing consistent and continuous studying throughout the COVID 19 pandemic outbreak, but it is also the teacher’s most difficult task to zero in on the general features of a well-developed course. Developing a well-defined and purposeful online course that supports both the instructor and the learner necessitates dedicating the necessary time and incorporating the appropriate course components into the e-learning environment. We shall, if not present a strong alternative to the existing training system, minimize and compensate for the hurdles posed and difficulty caused to the training system and learners as a result of the COVID 19 pandemic. As they assert, studying is a continuous and ever-evolving process. From faculties to universities, India’s educational institutions may turn this current misfortune into a blessing in disguise by making digital training a fundamental part of the educational curriculum for all students in the future.