Teachers feel assessment of children in online classes is impossible, reveals study – education
Despite the fact that online teaching has become a necessity due to the raging COVID-19 pandemic, a survey by the prestigious Azim Premji University found that a large majority of teachers found it difficult to maintain emotional contact with their students. , while 90% felt that it was so. It is not easy to make evaluations of meaning behind the screens.
According to the survey, more than 80% of the teachers expressed the impossibility of maintaining the emotional connection with the children during these classes, thus eliminating the very basis of education.
“More than 90% of the teachers felt that a meaningful assessment of children’s learning was not possible during online classes. Parents have echoed this sentiment and almost 70% believe that online classes are not effective for their children’s learning, ”the survey stated.
The varsity team launched its field study on ‘Myths of Online Education’ in Bangalore on Monday. The study was conducted in 5 states in 26 districts covering 1,522 schools.
The study found that an overwhelming majority of teachers and parents claim that the online mode is inappropriate and ineffective for education.
The university team study also indicated that many parents were willing to send their children to schools with the necessary health guarantees.
“Online education is ineffective because of the basic nature of education, and not simply because of a lack of access to the network and online resources, especially for school-age children. Education requires physical presence, attention, thought and emotions, all to go along with learning goals, step by step, often back and forth, and differently for each student. This requires intense verbal and non-verbal interactions between teachers and students, which is only possible in real classes. ‘ said Anurag Behar, Vice Chancellor of Azim Premji University.
Rahul Mukhopadhyay and Aanchal Chomal, from the research team that conducted the study, noted that “the study revealed the ineffectiveness of remote learning solutions in providing meaningful learning opportunities, the exclusion of most children due to poor access and professional frustration of teachers. “
The study also revealed the difficulty faced by numerous students due to lack of access to devices such as smartphones.
“More than 60% of children cannot access online educational opportunities; Reasons for this include unavailability or an inappropriate number of smartphones for exclusive use or sharing, and difficulty in using applications for online learning. The issue of access is further exacerbated for children with disabilities; 90% of teachers with children with disabilities in their regular classes were unable to participate in online classes, ”said the varsity team.
The report argued for the need to reopen schools in stages with adequate precautions for the health and well-being of children and teachers. In the interim period, teachers could be encouraged to facilitate community-based solutions for direct interactions with children with all necessary precautions, he said.