Page 58 - EW February 2023

Teacher-2-Teacher

Pandemic learning loss

myths and reality

RAJESH KHANNA

NDIA’S EDUCATION SECTOR EXPERIENCED A tec- While some learning loss is inevitable
tonic shift during the pandemic that forced schools and
higher education institutions (HEIs) to re-think and because of switch to online teaching-
Ire-invent the way mainstream education is delivered. learning, many assumptions about
During the prolonged lockdown and emergence of new is-
sues such as social distancing, education institutions across learning loss suffered by students during
the country were compelled to switch to the online mode the pandemic lockdown are exaggerated
of teaching-learning. While this new pedagogy did serve
the all-important purpose of faculty-student engagement,
it has limitations. this is easier in conventional classrooms and more difficult
According to a recent survey conducted by the staffing in online learning environments. However lately, HEIs use
and recruitment company TeamLease, students country- various stratagems to encourage students to work collec-
wide experienced considerable learning loss. While stu- tively on group projects and assignments. Instructors are
dents believe that their loss varied between 40-60 percent mindful of using holistic approaches to teaching, assigning
of what they would have learnt if institutional lockdown projects that focus on the aptitude of learners so that they
had not happened, HEI leaders estimate it to be at 30-40 learn to work in professional workplaces. Online learning
percent. Moreover, the sudden shift to online education has has forced all stakeholders in education to innovate, and
raised concerns about the quality of online education itself. that process itself has contributed to improved outcomes.
While some learning loss is inevitable, many assump- Online learning is the sole cause of learning loss.
tions about the extent of learning loss suffered by students With the sudden forced switch to remote learning, faculty
during the pandemic lockdown are exaggerated because of members weren’t able to teach very well despite best efforts.
several misconceptions. Among them: Teachers and students had to overcome technology chal-
Learning loss is same for all students. The pan- lenges, sudden social isolation which created mental health
demic has undoubtedly affected students at all levels, but problems and illness. Low-income communities working
not to the same extent. Indeed, it’s quite likely that some on the front lines of the pandemic as essential workers ex-
students improved their learning outcomes because of the perienced severe damage in terms of sickness and death.
forced switch to avant garde digital technologies and close Consequently, it’s unsurprising that students from low-
supervision of family elders. However, the majority expe- income and working-class households experienced greatest
rienced learning loss due to logistical, social and emotional learning loss. Other contributory factors included reduced
adversity because of lack of resources, excessive interfer- fund flows to institutions, pressing demand for improved
ence from family and above all anxiety generated by the infrastructure to support distance and blended learning
pandemic. In my opinion, the prime cause of learning loss models, and reduced mobility which adversely impacted
is lack of preparation rather than subject knowledge deliv- regional and local HEIs.
ery — deficit of maturity and self-sufficiency, rather than An unexplored contributory factor to students learning
changed circumstances forced by the pandemic. loss is massive decrease of sarcasm and humour during
Online learning is ineffective. This is the most common teachers’ interaction with classes. Unfortunately online
misconception based on widespread belief that if nobody learning has banished humour and sarcasm as a learning
monitors students, learning loss is inevitable. However, aid as the body language and responses of students can’t be
it’s important to note that these days best universities and observed by teachers.
HEIs encourage academic integrity while lightly monitoring Now even though the pandemic-induced lockdown of
students’ progress online. The upside of online learning is education institutions is a bad memory and most HEIs are
that it offers flexibility to students, allowing them to learn back to business as usual, technology continues to play a
at their own pace and develop deep understanding of their key role in education. Going forward, education institutions
subjects. The online learning revolution has taken away the are likely to adopt a blended learning model, incrementally
constraints of time and space and improved access to learn- inducting digital technologies into teaching-learning and
ing material. Moreover, online learning material is enriched research. For educators, it’s important to understand that
by easy integration of multimedia content. digital and traditional education cannot be segregated into
Online learning is not cohesive. Progressive, contem- watertight compartments. They represent a continuum in
porary universities offer technology platforms allowing stu- the growth and advancement of the education ecosystem.
dents to network and engage in peer-to-peer learning which A judicious blend of the two can benefit teachers, learners
is becoming increasingly important in the new digital age. and all stakeholders in education.
Students can interact with teachers and peers via discussion
boards, online chats, and videoconferencing. Admittedly (Prof. Rajesh Khanna is president of NIIT University, Neemrana)

58 EDUCATIONWORLD FEBRUARY 2023