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Our Correspondent
Kohima, Oct. 31 (EMN): Almost 95% of students have internet access for online classes and about 77% joins online classes on a regular basis in Kohima, according to an e-learning evaluation carried out by the Kohima unit of All Nagaland Private School Association (ANPSA).
The findings were presented by Fr. CJ Jaison, principal of St. Mary's Cathedral Higher Secondary School, Kohima, at the association’s virtual general body meeting on Saturday. The assessment was done among private schools in Kohima.
A total of 3057 students from around 30 different schools in Kohima district took part in the evaluation. The principal, however, pointed out that the response 'may not be necessarily that of the students’ as majority of them might seek help from their parents or guardians to fill the evaluation form'.
On whether there is internet access at their homes (Kohima district), 94.9% respondents said ‘yes’.
About 77.2% of students said that they join online classes regularly. Out of the total respondents, 68.5% said that they find online classes interesting.
According to the evaluation, students do not find online classes interesting for various reasons, however, 33.5% said that it was because of’ no face-to-face meeting’. On this, Fr. Jaison pointed out that though online class is open, ‘teachers do not show their presence’.
As many as 232 students said that their schools do not conduct online class and 55 of them responded that there is no follow-up by the teachers. A good number of students cited internet connection-related issues.
The assessment also showed that majority of students prefers instant messaging app WhatsApp as a tool for learning. It was followed by YouTube, Zoom, No Tools and Google Meet. Most of the students also prefer mobile phones over computers or television.
During the lockdown, examination was conducted mainly on WhatsApp, followed by school applications, Uolo, Reev, Google Meet and school portal.
The report also listed some of the grievances and concerns of the students and suggested ways to address them.
It observed that students 'feel lonely' and unable to share their feelings with their peers. It also reported that students were deprived of good audio and video quality in some locality due to slow internet connection.
To students, online teaching should not be delivered in an 'artificial accent' in order to enable everyone to interact comfortably. They also want teachers to respect their time and place, and not expect them to join online classes wherever they are.
The report suggested that practical-based classes through virtual laboratories be facilitated and upload all recordings of online classes on the website for further references. Also, using the online recordings of classes or meetings, learners are able to revise the concepts to clarify their doubts.
"School should ensure that teachers’ devices have the latest software updates and antivirus programmes. They should work with children to establish rules for how, when and where the internet can be used. They should also speak to their children on how and with whom they are communicating online," Fr. Jaison said.
The report also stressed on the importance of cyber safety. "Spending more time on virtual platforms can leave children vulnerable to online sexual exploitation. With no face to face interaction, not all children have the necessary knowledge, skills and resources to keep themselves safe online. Thus, the need for training the students arises," it said.
According to the evaluation, learners from low-income families and disadvantaged groups are more likely to suffer during online classes as they may not be able to afford high-speed internet connection and required technical gadgets. It widens the gap between the privileged and unprivileged learners.
The assessment assumed that online learning could make students lethargic and lose self discipline. It also assumed that the security of personal data could be compromised as digital devices without latest software updates and antivirus programmes can be hacked. Parents are likely to lose bank accounts and other details.
Fr. Jaison said that some of the students had reported about their teachers and schools asking for an ‘extra fee’.
The evaluation showed that online learning is less effective, less systematic and less organised than the conventional classroom teaching. So, ‘face-to-face classes’ for same courses could be conducted again after the end of lockdown, it added.
Students also expressed unhappiness over not having required technical knowledge for online learning and the inability to buy gadgets with high-speed internet.
The evaluation also brought to light the experiences and difficulties of the teachers. Initially, they were said to be happy to utilise their time by conducting online classes during the lockdown period but not without problems as they were not well-trained in technology. However, they became acquainted with the change later and could conduct online classes ‘smoothly’.
But the report said that teachers need to be trained on digital teaching.
Most of the institutions could not fix the remuneration of educators for online classes as lockdown was announced unexpectedly. Here, the financial issue relating to remuneration and expenditure towards internet data packages should be clarified by host institutions, it suggested.
As students are scattered at different places during the online classes, it becomes difficult for an educator to monitor their activities in real time. It is also difficult to draw their attention towards the subject matter during the online classes, it added.