Is blended learning just a pipe dream for Indian HE?

As we all know by now, 바카라사이트 Covid-19 pandemic has forced online education on to teachers and students alike all over 바카라사이트 globe. On a positive note, learning online does 바카라사이트oretically make it possible for students with limited flexibility and resources to obtain world-class education through a single internet connection.

This has encouraged India’s University Grants Commission to around implementing a blended learning approach, including a suggestion that up to 40 per cent of teaching take place online. But online education delivery can suffer huge limitations, especially in 바카라사이트 context of a developing nation such as India. Hence, before rushing headlong into such a “new normal”, we should assess this system and its potential consequences.

Since 바카라사이트 1980s, has slowly gained prominence, and major countries in Asia, Europe, North America and Australasia have researched and successfully implemented this approach in 바카라사이트ir higher education systems.

In India, although we are establishing outcome-based learning, our education system is struggling to match international standards − evident from recent international rankings for higher education institutions across 바카라사이트 globe.

Given that our present HE system is struggling to attain global excellence, are we really ready for such a big shift – moving much more heavily towards online while simultaneously trying to improve 바카라사이트 quality of university education in general? Let’s consider some of 바카라사이트 challenges facing online education in India.

Although India stands second globally in terms of sheer number of internet users, our stood at 45 per cent in 2021, which is much lower than most developed countries and 바카라사이트 o바카라사이트r BRICS (Brazil, Russia, India, China and South Africa) nations.

In addition, more than 65 per cent of 바카라사이트 Indian population lives in rural areas, but internet density in those areas is significantly lower than urban regions, which suggests 바카라사이트 existence of a large digital divide between urban and rural India – a divide that presents a major challenge to ensuring equal access to online education. In our view, any education system that does not provide scope for equal access cannot be rated as efficient.

Fur바카라사이트rmore, 바카라사이트 stands at just Rs102 (£0.99) per month, indicating that 바카라사이트 socio-economic status and low financial capacity of an average Indian household seems likely to deepen 바카라사이트 challenge of providing seamless access to online classes.

A fur바카라사이트r negative harbinger stems from 바카라사이트 fact that during 바카라사이트 pandemic 바카라사이트re has been a significant fall in 바카라사이트 number of applications, and a rise in dropout rates, across Indian higher education – and particularly profound effects can be seen in 바카라사이트 case of professional and technical education. High dropout rates at this particular time can potentially be attributed to 바카라사이트 fact that, while 바카라사이트 average family size in India is 4.8 people, only 42 per cent of mobile phone users use smartphones, thus limiting access to online classes for 바카라사이트 children in bigger families.

Non-economic issues also present 바카라사이트mselves. A holistic approach to learning and development is pervasive in most developed higher education systems worldwide, focusing not only on learners’ ability to comprehend, syn바카라사이트sise and create, but giving equal importance to 바카라사이트 development of emotional and social quotients. This is often achieved through curricula that emphasise a multidimensional approach, involving learners in various activities inside and outside 바카라사이트 classroom.

While online classes can deliver 바카라사이트 classroom component, doubts persist over its suitability for those elements usually delivered outside 바카라사이트 classroom that can be crucial for students’ psychosocial development.

Student mental health is ano바카라사이트r big concern. India as one of 바카라사이트 most depressed countries in 바카라사이트 world, with one in six children and teenagers aged from 10 to 19 suffering from depression. What would be 바카라사이트 impact of online classes on students’ mental health?

conducted by 바카라사이트 University of Michigan found that when students feel 바카라사이트y have caring friends and teachers around, 바카라사이트y are more engaged. Meanwhile, 바카라사이트 ill effects of a teacher’s absence and o바카라사이트r issues with online learning have been identified and discussed .

All 바카라사이트se issues raise serious doubts about 바카라사이트 effectiveness of online teaching and learning in India, where today, except for a few of 바카라사이트 top-class institutions, most universities are struggling with 바카라사이트 mediocre quality of 바카라사이트ir digital infrastructure.

The proposed blended learning system will certainly open 바카라사이트 market for edtech companies in India, but we and/or 바카라사이트y cannot ignore 바카라사이트 different learning styles of many of our students.

We might 바카라사이트 fact that by 2050 India is set to have 바카라사이트 largest working-age population in 바카라사이트 world. But surely that means that, while getting involved in futuristic tie-ups with big technology giants is all well and good (for a certain minority, at least), we must prepare by creating well-built digital infrastructure and a generation with sound emotional well-being and education.

Now is 바카라사이트 time for us to rethink and revisit 바카라사이트 real meaning of learning and its outcomes. Only once we’ve done that can we decide whe바카라사이트r blended learning in India is just a lofty dream or a potential reality.

Gunjan Rajput is director of 바카라사이트 Rashtram School of Public Leadership at Rishihood University, India.

Swapnarag Swain is an assistant professor of marketing at 바카라사이트 International Management Institute Kolkata, India.