A new decade for social changes

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A new decade

for social changes

ISSN 2668-7798

Vol. 13, 2020

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A Study on the effectiveness & Challenges of online classes for teachers and students

Ravi Sankar Mandapaka¹, Prakash²

The Hindu Group¹, Gitam University of India²

[email protected]¹, [email protected]²

Abstract. Education can be broadly described as an all-round process encapsulating the information on varied topics that are necessary for the learner to know, understand and practice for the benefit of self and society. The process necessarily involves a teacher who imparts the required knowledge and the seeker of knowledge (student) who is bestowed with the required knowledge by the teacher. Dictionary meaning of Education - ‘a process of teaching, training, and learning, especially in schools or colleges, to improve knowledge and develop skills (https://www.oxfordlearnersdictionaries.com/definition/american_english/education, accessed on 30th July 2020). Online or remote learning or training is necessary, and it is common in case of distance learning programs. Whereas, in these days particularly during the lockdown period (i.e. tentatively from March 2020) almost all educational institutions from schools, colleges, and universities have been focusing their vision on online training to their students. Before the pandemic situation, most of these institutions do not have the online teaching experience (either to a teacher or students), though they have been well equipped with internet and technology usage. It means that the situation is not demanded to go away from face-face or classroom teaching. Generally, a situation or scenario will bring some challenges to the direct parties (a teacher and student), and indirect parties administrators, other stakeholders (parents, technology services providers/suppliers) With this in the background, the researcher has conducted this study to understand the nuances of online classes and find the effectiveness with which the online classes are being conducted for various levels of students. For this study, an online questionnaire was prepared and sent to two categories of respondents – Teachers & Students, who are part of these online classes.

Keywords. online classes, classes in lockdown, online classes for students

Introduction

In ancient India, education used to take place in the ashram¹, a place where youth used to go and acquire knowledge. Over the period, it has evolved what it is today – with the emergence of schools, colleges, universities where many numbers of students undergo various courses and graduate. Besides, many universities and institutions are offering many courses through distance mode, which is referred to as ‘distance education’ or open schooling² allows the students to learn from wherever they are. In this system of schooling where the students will be physically away from school and teacher. This system of education of often are commonly known as ‘distance education’, correspondence course etc. Where the students will enrol for a course in an institute and the institute will share study material and organise classes at a Technium Social Sciences Journal

Vol. 13, 286-296, November 2020 ISSN: 2668-7798 www.techniumscience.com

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predetermined regular interval. This has facilitated many to continue their education without disturbing their present occupation.

After the emergence of the internet, these were converted into online courses which have gained popularity due to its convenience for the teacher and the student. Online education is a flexible instructional delivery system that encompasses any kind of learning that takes place via the Internet³.

In an unprecedented development after the outbreak of COVID-19 pandemic, various institutions, business organisations have started the practice of virtual meetings, online-classes, work-from-home etc. In India, the government has allowed major institutions to offer online courses.⁴ This has paved the way for the exponential growth of online classes for the students.

In the state of Andhra Pradesh, the government has initiated online classes for students of class 10, which is said to be well received by the students and parents.⁵Later the government has given clearance for schools to organise online classes for students of class 1 to class 9.⁶

While the government and schools have prepared for organising online classes for the students, there are some sections of students who do not have basic requirements such as internet connection, a device for attending online classes.⁷

Objectives:

• To study the preparedness of students/teachers for the requirements of online classes

• To ascertain the level of students’ acceptance for online delivery of lessons

• To study the overall effectiveness of online classes and identify gaps if any

• To examine technology and other challenges of online classes for students Methodology:

• We have adopted the survey method for collecting the primary data.

• A constructive questionnaire has been used as a tool to collect the primary data from the students as well as teachers

• Secondary data was collected through various magazines, newspapers, and websites As part of this study, an online questionnaire was prepared and shared with two categories of respondents’ viz. Teachers and Students. Both category respondents are from different levels such as School, Graduation and Post-Graduation (PG).

In total, there were 109 responses. All the responses were captured on a spreadsheet and the data has been further divided, and question wise responses were presented in the form of tables, from table no 1 to table no 21.

Changing the shape of Education – an observation during COVID-19:

A global pandemic, COVID-19 has shown its impact on almost every section of the society, without any exceptions. Life has come to a stand-still, ever since the lockdown was imposed in India from 25th March 2020⁸. Restrictions on the movement of people, vehicles, travel restrictions etc. has put the corporates, businesses, and the public are put to a lot of inconvenience and difficulty. As a result, the schools and other educational institutions, parks, multiplexes, were shut, many corporate houses have given the option of work-from-home to their employees.

The challenge being faced by the educational institutions is to get connected with their students, who are in the fag-end of the academic year. The lockdown was announced at a time where some students are amid their exams and for some, the year-end examinations are yet to begin.

This has posed a major challenge for the government, management of schools for completion Technium Social Sciences Journal

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of syllabus, organising examinations. While some were optimistic about the lockdown getting over after the specified 3-week period, the others were sceptical about re-opening of schools and colleges. Sensing the problem early, the UNICEF⁹ has offered help to the state governments in alternative ways of learning such as remote learning, such as providing reading material, Radio, TV and online learning.

Though shifting to the online form of education seemed inevitable, the fact remains that not all the students are equipped enough to attend online classes¹⁰. The basic requirement for online classes such as access to the internet, gadget required for online study etc. are a cause of concern. To make it more affordable, some states have deployed the practice of telecasting the lessons through one dedicated channel in Television, to cite an example, the Government of Andhra Pradesh has started telecasting lessons for Class 10 students through state-owned DD- Sapthagiri channel¹¹. This was mainly done to overcome the barrier of having an internet connection and an exclusive gadget to attend online sessions. Though there is no scope for interaction in this arrangement, the student will be able to listen to the lessons and learn.

Similarly, in Delhi, some schools have sent assignments to the students as ‘text messages, WhatsApp or Interactive Voice Response (IVR) on their mobiles¹². Some schools have sent videos of science and mathematics-based activities for the students to see, learn and practice themselves.

There are some areas and a section of parents and students who cannot afford a gadget and an internet connection for their children’s online classes, are feeling missed out in the race. This trend of online education. This type of situation was reported from Kerala, which is said to the state to have more number of household with internet connections¹³, despite this, the underprivileged sections of the society were deprived of having online classes for their children.

A sudden forced shift to the online mode of education would be effective in the presence of good infrastructure such as the internet, a gadget, a good place to sit at home for attending the online class. This applies not only to the students, but the teacher must arrange all these and even more such as a whiteboard, camera/mobile with good resolution camera.

Same is the case of college students where more than 90 lakh students¹⁴ across the country do not have access to the basic requirements such as electricity, internet, laptop, or other gadgets for attending online classes. Recently the Indian Institute of Engineering Science &

Technology, Shibpur, West Bengal, India has reported¹⁵ that one of its Alumni has gifted ‘e- hub’ for Online education, which will record online classes and laboratory activity and store in a repository, which can be accessed by the students whenever they want.

As cited above, there are so many instances of schools, educational institutions, governments and organisations trying their best to make online education accessible to as many students as possible, given the uncertainty prevailing due to the closure of schools and colleges. While it is considered good to have classroom teaching, online classes help in keeping the students in touch with academic activity.¹⁶

The reopening of schools is still to be decided, there are speculations surround the way the schools are going to function after the reopening. The experts feel¹⁷ that lot more must be done, such as rearranging the classrooms, student/teacher ratio, sections, whether the schools/colleges will be run in batches, or it should be a combination of online and classroom, etc.

Given this backdrop, the situation looks like the online classes are here to stay for more time before the normalcy is restored.

Technium Social Sciences Journal Vol. 13, 286-296, November 2020 ISSN: 2668-7798 www.techniumscience.com

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Research outcome

Table-1: Total Sample and its classification

Teachers % Students %

No of respondents 60 55% 49 45%

Total respondents = 109

Out of the total sample of 109, 65 per cent of the respondents are teachers a 45 per cent of the respondents are students.

Table-2: Break-up of the total sample

School 39 65% 17 35%

Graduation 10 17% 28 57%

PG 11 18% 4 8%

Total = 60 100% 49 100%

Table 2 provides details on the break-up of respondents in terms of their background. Out of teachers’ category, 65 per cent are schoolteachers and 17 per cent are teachers of Graduation.

Among students, 57 per cent of the respondents are pursuing graduation, 35 per cent are in school and 8 per cent are studying Post Graduation.

Table-3: Attending online Classes since

Since 2 weeks 5 8% 13 27%

Since 3 weeks 7 12% 3 6%

Since 1 month 18 30% 12 24%

More than 1 month 30 50% 21 43%

Total = 60 100% 49 100%

Table 3 details that, out of the selected sample, 50 per cent of the teachers are attending online classes for more than one month whereas only 8 per cent of the teachers are attending online classes in the last 2 weeks. While in student category also 43 per cent of the respondents are attending online classes for more than a month whereas 6 per cent of the respondents are attending for 3 weeks.

Table-4: Were you given formal training on how to handle/participate in online classes?

YES 42 70% 27 55%

NO 18 30% 22 45%

Total = 60 100% 49 100%

Table 4 shows that 70 per cent of the teachers and 55 per cent students were given formal training on how to take part in online classes, whereas 30 per cent of teachers and 45 per cent students were not given formal training on this aspect.

Table-5: Duration of your online classes per day

1 hour 35 58% 13 27%

2 hours 17 28% 11 22%

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3 hours 4 7% 8 16%

> 3 hours 4 7% 17 35%

Total = 60 100% 49 100%

Table 5 describes the duration of online classes for each category of respondents. 58 per cent of the respondents in teaches category attend online classes for 1 hour, 28 per cent of them attend for 2 hours, 7% of them attend for 3 hours and 7 per cent of the respondents in teachers category attend online classes for more than 3 hours per day. Whereas in students category, 35 per cent have online classes for more than 3 hours, 27 per cent of them have online classes for one hour, 22 per cent of them have for 2 hours and 16 per cent of the students have online classes for 3 hours per day.

Table-6: Did you attend online classes before the lockdown

YES 5 8% 3 6%

NO 45 75% 42 86%

Sometimes 10 17% 4 8%

Total = 60 100% 49 100%

Table 6 shows that 75 per cent of the respondents in teachers category have not attended online classes before lockdown and 17 per cent attended sometimes and 5 per cent of them have attended online classes before lockdown.

Among the students' category, 86 per cent did not attend online classes before the lockdown and 8 per cent of them have attended sometimes and 6 per cent of them have attended online classes before the lockdown.

Table-7: Platform presently used for online classes

Google Meet 17 28% 9 18%

WebEx 0 0% 3 6%

Zoom 30 50% 20 41%

Others 13 22% 17 35%

Total = 60 100% 49 100%

Table 7 shows that 50 per cent of the respondents in teachers category were using Zoom for online classes, 28 per cent use Google Meet, 13 per cent of them have used other platforms while none of them have used WebEx for online classes.

41% of the students have used Zoom for attending online classes, 18 per cent of them have used Google Meet and 6 per cent of the students have used WebEx for attending online classes. And 35 per cent of the student respondents used ‘other’ platforms for attending online classes.

Table-8: Is Video & Audio quality good during the class for you to follow ……

Always 34 57% 14 29%

Sometimes 26 43% 34 69%

Never 0 0% 1 2%

Total = 60 100% 49 100%

Table 8 describes the video and audio quality experienced by teachers and students category of respondents during online classes. 57 per cent of the respondents in teachers category have Technium Social Sciences Journal

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found the video and audio quality to be good ‘always’, 47 per cent of the respondents have felt it was good ‘sometimes’ and none of them have said it was ‘never’ good.

Out of the student respondents, 69 per cent of them have found that video & audio quality is good ‘sometimes’, 29 per cent of them found that it is ‘always’ good and 2 per cent of the respondents from students category found video and audio quality to be ‘never’ good.

From question number 9 onwards, the researcher has tried to measure the respondents’ opinion on various factors involved in online classes, through ‘Likert scale’ questions. 5-point Likert scale was used to measure the response except for the question no.13 and question no.14, the researcher has used a 4-point Likert scale for these two questions. The responses have been tabulated, the mean score was calculated by giving weight to each response¹⁸ and the same was presented in table-9. In addition to presenting the results, the researcher had calculated mean scores for concluding the responses. The following method was used for arriving at scores:

Assigned weight to each of the possible five responses in the given Likert scale question viz.

Strongly Agree is given weight of 5, Agree-4…….. Strongly Disagree-1. The given weight is multiplied with the number of respondents for each of the response to arrive at a score for each of the 5 options. Then the sum of all the multiplied values of all the 5 options was divided by the number of respondents to arrive at a mean score for each category. In this study, the sum value of responses from teachers is divided by 60 and the sum value of responses from students is divided by 49.

Table 9 shows the calculated mean score for the responses captures from both teacher and student category of respondents, for each of the questions from Q-9 to Q-21. The interpretation and conclusion of the indicated scores against each of the question are also presented in the said table.

Table-9: Calculated Mean Scores & their Interpretation Statements as per the

Questionnaire

Mean Score

Interpretation Teacher Student

Q-9: It is comfortable to attend online classes from home

4.00 3.24

(a) Teachers are comfortable attending classes from home

(b) Students are neutral when it comes to attending classes from home

Q-10: We are more cautious as parents can directly witness proceedings of the class

4.00 3.55

(a) Teachers are more cautious while attending online classes as parents can directly witness the proceedings of the class

(b) Students also more or less cautious that their parents can witness the proceedings of online class

Q-11: The online class is a new technology, so I am enjoying

3.9 3.22

(a) Teachers enjoy online classes, as it is a new technology

(b) Students are neutral about online classes;

the technology does not seem to excite them much

Q-12: I am missing the fun of going to school having direct interaction

4.32 4.55

(a) Teachers are missing the fun of attending school and having direct interaction

(b) Students are also missing the fun of direct interaction which was possible in school

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Q-13: Some students feel shy to ask doubts, as they prefer to meet teacher personally and get their doubts clarified

3.05 2.96

(a) Teachers are neutral about students feeling shy to ask questions in the class

(b) Students are also neutral about their feeling shy in asking questions in class

Q-14: I face a lot of disturbance at home while online classes are going on

2.55 2.45

(a) Teachers did not feel disturbance while taking an online class at home

(b) Students also did not feel disturbed while attending online class at home

Q-15: Face-to-face interaction is more interesting than an online class

4.47 4.27

(a) Teachers feel that face-to-face interaction is more interesting than in online classes

(b) Students believe that face-to-face interaction is better than online classes

Q-16: Discipline is better in the

classroom than in online classes

3.93 3.88

(a) Teachers opinion is that discipline is better in the classroom than in online class

(b) Students are also of the same opinion, that discipline is better in the classroom than in online class

Q-17: Online assessments are difficult, compared to classroom

3.72 3.41

(a) Teachers feel that conducting assessments online is difficult when compared to conducting in classroom

(b) Students did not find any difficulty in online and classroom assessments

Q-18: Would you like online classes, to be continued even after lockdown?

3.08 2.47

(a) Teachers neutral about conducting online classes after lockdown

(b) Students not in favour of conducting online classes after lockdown

Statements as per the Questionnaire

Mean Score

Interpretation Teacher Student

Q-19: Education is not just about learning subjects alone, it is a refinement of student’s behaviour, communication, interpersonal relations.

4.60 4.47

(a) Teachers strongly agree that education is not just learning subjects, but it is a refinement of students’ behaviour, communication, and interpersonal relations

(b) Students are also agreeing that education is not just learning the subjects alone, it is a refinement of their behaviour, communications, and interpersonal skills.

Q-20: The School / College management extended necessary support for smooth conduct of online classes

4.22 3.76

(a) Teachers feel that their school/college management has extended necessary support for conducting online classes in a smooth manner

(b) Students are also of the opinion that school/college management has supported for Technium Social Sciences Journal

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ensuring online classes are conducted smoothly.

Q-21: Student engagement is NOT up to the expected level in online teaching

3.58 3.39

(a) Teachers believe that student engagement during online classes is not up to their expectations

(b) Students also feel that their engagement during online classes is not up to the expected level.

# Responses captured through 4-point Likert scale were given weight as - Always (4), Sometimes (3), Rarely (2), Never (1)

Hypothesis Testing - 1:

• Alternate Hypothesis (Hₐ): There is a significant relationship between the Teachers who are comfortable attending online classes from home and their willingness to continue online classes after lockdown.

• Null Hypothesis (Hₒ): There is no relation between the Teachers who are comfortable attending online classes from home and their willingness to continue online classes after lockdown.

For testing the above hypothesis, the researcher has conducted a Chi-Square test and the results are furnished in tables 10 & table 11.

Observed Values Table-10

It is comfortable

to attend online classes from home

Online Classes to be continued after the lockdown

Response Strongly

Agree Agree Neutral Disagree Strongly

Disagree Total

Strongly Agree 3 1 0 0 0 4

Agree 6 9 1 0 0 16

Neutral 2 2 3 0 0 7

Disagree 2 22 2 1 0 27

Strongly Disagree 0 1 5 0 0 6

13 35 11 1 0 60

Expected Values Table-11

It is comfortable

Online Classes to be continued after the lockdown

Response Strongly

Disagree Total

Strongly Agree 0.87 2.33 0.73 0.07 0.00 4

Agree 3.47 9.33 2.93 0.27 0.00 16

Neutral 1.52 4.08 1.28 0.12 0.00 7

Disagree 5.85 15.75 4.95 0.45 0.00 27

Strongly Disagree 1.30 3.50 1.10 0.10 0.00 6

13 35 11 1 0 60

P Value = 0.000137 at a significant level of 0.05.

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As the P-value is less than 0.05, it can be concluded that there is a significant relationship between teachers who are comfortable attending online classes from home and their willingness to continue online classes after lockdown. Hence, the null hypothesis (Hₒ) is rejected and the alternate hypothesis (Hₐ) is accepted.

Hypothesis Testing – 2:

A similar test was conducted for the responses from ‘teacher’. the details are furnished in table no 12 & table 13:

• Alternate Hypothesis (Hₐ): There is a significant relationship between the Students who are comfortable attending online classes from home and their willingness to continue online classes after lockdown.

• Null Hypothesis (Hₒ): There is no relation between the Students who are comfortable attending online classes from home and their willingness to continue online classes after lockdown.

It is comfortable

Observed Values Table-12

Online Classes to be continued after the lock-down Strongly

Disagree Total

Strongly Agree 0 3 1 0 0 4

Agree 4 2 1 1 0 8

Neutral 0 4 7 0 0 11

Disagree 0 5 8 2 1 16

Strongly Disagree 1 0 5 1 3 10

5 14 22 4 4 49

It is comfortable

Expected Values Table-13

Online Classes to be continued after the lock-down

Strongly Agree 0.41 1.14 1.80 0.33 0.33 4

Agree 0.82 2.29 3.59 0.65 0.65 8

Neutral 1.12 3.14 4.94 0.90 0.90 11

Disagree 1.63 4.57 7.18 1.31 1.31 16

Strongly Disagree 1.02 2.86 4.49 0.82 0.82 10

5 14 22 4 4 49

P-Value – 0.004495, Hence it can be concluded that there is a significant relationship between the students who are comfortable attending online classes from home and their willingness to continue online classes after lockdown.

Major findings of the study

This study was conducted for the students and teachers who have been involved in online learning during the lockdown period implemented due to COVID-19. As briefed earlier this study was conducted online and various questions were presented to the respondents and the responses were tabulated and analysed with the help of statistical tools and the findings are furnished below:

1. Majority of the students, as well as the majority of the teachers, did not attend online classes before the lockdown.

2. Majority of the students and teachers were given formal training on handling online classes

3. Maximum number (58 per cent) of teachers attend online classes for an hour, whereas Technium Social Sciences Journal

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the maximum number of students attend online classes for more than 3 hours.

4. Zoom is the widely used platform for online classes both by teachers and students.

5. Teachers found that audio and video quality to be good always during online classes, and students found the quality to be good only during sometimes.

6. Teachers are more comfortable for attending online classes from home whereas students are neither for nor against attending classes from home.

7. Teachers and students are cautious during online classes, as parents can directly witness the class proceedings.

8. Teachers are enjoying online classes as it is a new technology, but the students are neutral about this aspect.

9. Both students and teachers felt that they are missing the fun of having direct interaction.

10. Neither students nor teachers felt that – students feel shy to ask questions and prefer to get their doubts clarified by meeting the teacher in person.

11. Teachers and Students believe that face-to-face interaction is interesting than in online classes.

12. Again, the teachers and students agree concerning the discipline. Both feel it is better in the classroom than in online classes.

13. Teachers feel that conducting assessments online is difficult when compared to conducting in the classroom. Whereas students did not feel any difference in both forms of assessments.

14. Teachers and students feel that the product of education is not mere learning subjects, it is a refinement of student’s behaviour, communication, interpersonal relations.

15. School / College managements have extended support to students and teachers for conducting online classes smoothly.

16. Concerning the students’ engagement during online classes, both students and teachers feel that is the engagement is not up to the expected level.

17. It is established through statistical testing, that there is a relation between teacher’s &

student’s comfort in attending online classes and their willingness to the continuation of online classes after the lock-down.

End Remarks

With the unexpected turn of events after the outbreak of the COVID-19 pandemic towards the end of the academic year, the educational sector, especially the schools and colleges are faced with the problems aplenty. Adding to this, the new academic session also got delayed, which had pushed the situation from bad to worse. To continue the students learning activities and to keep them engaged with the curricular activity, the educational institutions have opted to have online classes. Despite initial resistance from some sections of the society and government regulations, online classes were conducted for school and college students.

The findings of the study reveal that necessary support was provided by the educational institutions for smooth conduct of online classes, as most of the students and teachers are not used to attending online classes before this lockdown. Most of the respondents considered that online classes are less engaging, and assessments are less effective etc. It is has been agreed by the majority of the respondents that education is not mere learning of subjects and it is also about improving communication, interpersonal skills etc., it can be concluded that online classes cannot be considered as a complete substitute for classroom teaching/learning. Though the engagement of students does not seem to be up to the desired level and the teachers finding it difficult to conduct an online assessment, conducting online classes has helped the schools and colleges in keeping the students engaged during this lockdown period.

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