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Friday, December 18, 2020

Home Learning Daily video 19 December 2020

 

In the spring of 2020, the COVID-19 pandemic forced many education institutions round the world to rapidly switch to remote learning. Although some activities were brought back to campuses within the autumn, many classes at these institutions are still in hybrid or online form and appear likely to stay this manner for a few time. this example begs two important questions: Has the transition to online teaching negatively affected student learning? And if so, how can we ameliorate these effects?


Previous research suggests that online classes are often even as effective as in-person classes, with student learning measured in terms of grades, teacher perceptions of learning, and student perceptions of learning (Swan 2003). However, this claim isn't uncontested. for instance , Xu and Jaggars (2014) observe that findings that online and in-person instruction yield similar learning outcomes have mostly been from studies conducted at elite institutions and appear to not generalise to community colleges. Furthermore, they find that certain demographic groups – students who are male, Black, younger, or have lower mark Averages (GPAs) – perform relatively worse when taking online courses. 


If there are pre-existing differences in performance in online classes, these might be exacerbated by the pandemic forcing classes to be taught remotely. for instance , the Centers for Disease Control and Prevention reports that racial and ethnic minorities are more likely to become ill and die from COVID-19. The factors behind disproportionate morbidity effects might create disproportionate stress on students from these demographic groups. One may additionally worry that when institutions went online, many students who were already disadvantaged returned to environments with relatively fewer resources to support learning, thus putting them at an extra disadvantage.

The study ‘Scenario amidst COVID 19 - Onground Situations and Possible Solutions’ was conducted by child rights NGO Smile Foundation with an aim of analysing the access to technology.




The findings of the study showed that 43.99 per cent of surveyed children have access to smartphones and another 43.99 per cent of scholars have access to basic phones while 12.02 per cent don't have access to either smartphones or basic phones.





About 56 per cent of youngsters were found to possess no access to smartphones which have emerged as essential tools for online learning during the coronavirus-induced lockdown, consistent with a replacement study that surveyed 42,831 students at various school levels.




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With COVID-19 spreading to more regions, state governments are closing down schools, colleges, educational institutions as a precautionary measuring against the disease. Coronavirus/COVID-19 has been declared as Pandemic by World Health Organisation (WHO) and there's a way of fear and panic all round the globe. Since the primary case of COVID-19 has emerged in India, state governments are taking all the possible precautionary steps to curb the spread of the disease which include shutting down educational institutes, vacating hostels, postponing entrance examinations, convocation ceremonies, and more.  

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COVID-19, the disease caused by the novel coronavirus, hit college campuses last spring, forcing schools into pandemic intervention mode. The pandemic prompted many colleges to empty dorms, send students home and shift to online classes. because the spring 2021 semester nears, colleges have more clarity about the way to balance student expectations and COVID-19 precautions. Research by the school Crisis Initiative at Davidson College in North Carolina, which is tracking institutional COVID-19 responses, finds that almost 1,400 schools have transitioned to online instruction for the spring. Others will forge on with in-person classes. While responses vary by school, here's what students can expect from the school experience within the forthcoming spring semester.

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