Impact of Online Teaching on Students’ Education and Health in India during Pandemic of COVID-19

Coronaviruses ◽  
2020 ◽  
Vol 01 ◽  
Author(s):  
Avadhesh Kumar Yadav
Keyword(s):  
Online Teaching ◽  
Online Survey ◽  
Vital Role ◽  
Screen Effect ◽  
Education And Health ◽  
Long Time ◽  
The Government ◽  
Class Room ◽  
The Impact ◽  
Traditional Class

Background:: India is facing with pandemic of ‘Coronavirus disease -2019’ (COVID-19). In the absence of proper medicine and vaccine for the treatment of COVID-19, the Government of India has imposed the country lockdown from 25 March 2020 to avoid chain /community transmission of coronavirus in human. Consequently, the educational institutes were also closed during the lockdown period and traditional class room teaching switched to online teaching in India to compensate the educational losses. Aims:: This article aims to measure the impact of online teaching on education as well as the health of the students. Methodology:: The online survey was conducted among the students to measure the impact of online teaching in their education and health. There are 792 valid responses obtained from the survey. Result:: According to survey, the online teaching was equally important in all segment of education during the period of pandemic but about 30 % students are not satisfied with the delivery of content through online teaching. The students below 14 years were getting addicted with mobiles and laptop and consequently they suffers with mental sickness and eyes problem due to screen effect. Conclusion:: Online teaching has played a vital role during the pandemic but its consequences can not be ignored. The online classes can not be accessed by each student due to unavailability of smart phones, laptop and mobiles network to especially poor families and remote areas. This creates the discrimination among the students of poor and rich or urban and rural. The students below 14 years are not aware about screen effect and get addicted with mobile causes mental and eyes problems. Thus, online teaching can not take the position of traditional class room teaching for long time and we will need to back the traditional teaching after pandemic or possible situation and environment.

scholarly journals IMPACT OF FINANCIAL INCLUSION, GOVERNMENT EXPENDITURES IN EDUCATION AND HEALTH SECTORS ON HUMAN DEVELOPMENT IN INDONESIA

2020 ◽  
Vol 9 (2) ◽  
pp. 5
Author(s):  
Mulia Simatupang
Keyword(s):  
Human Development ◽  
Government Policy ◽  
Human Development Index ◽  
Health Sector ◽  
Financial Inclusion ◽  
Government Expenditures ◽  
Development Index ◽  
Education And Health ◽  
The Government ◽  
The Impact

ABSTRACT The purpose of this paper in to assess the impact of financial inclusion and  government expenditures in education and health sectors in order to increase human development index. Government expenditures has important role to support economic growth and welfare for its people. Fiscal policy expenditures in education and health sectors are kind of significant government policy to increase human development. It is believed that financial inclusion has also important role  to reduce poverty and indirectly increase human development index. Financial inclusion  has positive impacts to human development index component along with government  expenditures in education and health sector. In the years ahead, The Government should prioritize and increase budget in order to increase human  resources quality in Indonesia.

scholarly journals Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2303
Author(s):  
Eabhnat Ní Fhloinn ◽  
Olivia Fitzmaurice
Keyword(s):  
Working Conditions ◽  
Online Teaching ◽  
Online Survey ◽  
Prior Experience ◽  
Teaching Mathematics ◽  
Experience Teaching ◽  
Challenges And Opportunities ◽  
Teaching Of Mathematics ◽  
Nature Of Mathematics ◽  
The Impact

In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 2020 which received 257 replies from respondents based in 29 countries. We report on the particular challenges mathematics lecturers perceive there to be around teaching mathematics remotely, as well as any advantages or disadvantages of teaching mathematics online that they report. Over 90% of respondents had little or no prior experience teaching mathematics online, and, initially, 72% found it stressful and 88% thought it time-consuming. 88% felt there was a difference between teaching mathematics in this way compared with other disciplines. Four main types of challenges were associated with emergency remote teaching of mathematics: technical challenges; student challenges; teaching challenges; and the nature of mathematics. Respondents identified flexibility as the main advantage of online teaching, with lack of interaction featuring strongly as a disadvantage. We also consider respondents’ personal circumstances during this time, in terms of working conditions and caring responsibilities and conclude by summarizing the impact they perceive this experience may have upon their future teaching. Forty-six percent% of respondents self-identified as having caring responsibilities, and 61% felt the experience would affect their future teaching.

Impact of COVID-19 on the system of higher education

2020 ◽  
pp. 12-22
Author(s):  
S.L. Talanov ◽  
◽  
F.Yu. Kushnarev ◽  
D.T. Berezin ◽  
E.S. Rumyantseva ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
Economic Capital ◽  
Sociological Study ◽  
Large Cities ◽  
Low Resource ◽  
High Resource ◽  
Coronavirus Infection ◽  
The Government ◽  
The Impact

Analyzed is the impact of restrictions on higher educational system introduced by the Government of the Russian Federation in connection with spread of coronavirus infection COVID-19. Sociological study (online survey) was conducted among students, enrolled in budgetary and extra-budgetary forms of education, as well as among graduates of secondary schools (11th classes), located in small, medium and large cities of Yaroslavl region. In addition, video interviews were conducted, using Zoom service among number of applicants, parents of applicants, teachers, positional experts. It was established, that emergence and spread of COVID-19 and limitations, associated with it, made certain adjustments to strategies of applicants and students. Despite all changes that have arisen due to coronavirus infection, only a small part of applicants and students studying on extrabudgetary basis, decided to change their plans. It is concluded, that for significant part of applicants, obtaining higher education is an attempt to continue to remain in a familiar comfortable environment (continuation of “childhood”). Despite constant stresses at school, expectation from prospect of losing a measured, familiar, predictable life is even more stressful. Parents from families, belonging to medium-resource and high-resource groups, as a rule, support decision of their children to keep on studying. In this case, decision to enter university is made long before graduation. Parents from low-resource groups, as a rule, try to give profession, not a higher education. At the same time, it was revealed, that children from families, belonging to low-resource groups, for the most part, anyway note that if they had necessary resources, they would try to get higher education. In addition, the authors conclude, that decision on admission to university is greatly influenced by not at all economic capital of family, how much family’s value, as well as influence of the reference person.

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

scholarly journals CLASSROOM TEACHING IS BETTER THAN ONLINE TEACHING - A SURVEY REPORT IN MEDICAL COLLEGE MANDI H.P

2020 ◽  
Vol 8 (10) ◽  
pp. 1165-1170
Author(s):  
Soni Pankaj ◽  
◽  
Kapoor Kanchan ◽  
Rana Susheela ◽  
Bandana a ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Clinical Care ◽  
Developed Countries ◽  
Online Classes ◽  
Survey Report ◽  
The Government ◽  
The Developed Countries ◽  
The Impact

Around the world even the developed countries are stunned by this pandemic causing extensive pain. India is no exception and the Government has imposed a nation – wide lockdown to help restrain the virus. At the onset of the pandemic, medical students in the midst of the session were suddenly pulled out of their studies and same for 3rd and 4th years medical students clerkships were abruptly pulled out of clinical care. Faculty scrambled to adjust learning experiences by switching to online cases and remote activities to prepare students for required exams and to build clinical reasoning skills without the face to face patient encounter. In such a situation, where educational institutions across the country have been closed, both teaching and learning have affected millions of students. As per the orders from the.Government, Universities the colleges have started offering online classes to students. The objective of these online classes is to make sure that students do not lose out on any teaching and learning activities during the lockdown. This paper examines the impact of lockdown on students of medical institutions, the challenges they are facing due to lockdown.

scholarly journals Effectiveness of Online Teaching During COVID-19 Pandemic for West Midlands Urology Trainees

2020 ◽  
Vol 3 (4) ◽  
pp. e25-e31
Author(s):  
Anton Wong
Keyword(s):  
Online Teaching ◽  
Online Survey ◽  
Statistical Significance ◽  
Postgraduate Education ◽  
Learning Approach ◽  
The West ◽  
Face To Face ◽  
West Midlands ◽  
Virtual Presence ◽  
The Impact

Background and Objective Urology trainees in the West Midlands are provided with protected compulsory teaching sessions by the deanery. These teaching sessions are usually held in a regional centre, on a face-to-face basis. However, the coronavirus (COVID-19) pandemic has had a profound impact not only on individuals, the healthcare system, but has affected medical education for trainees. All regional teaching sessions have been moved online for the safety of individuals and to comply with social distancing guidelines. The aim of this study is to evaluate the effectiveness of online teaching during the pandemic. Material and Methods An online survey was sent out to all urology trainees in the West Midlands. The questionnaire, comprised of a mixture of open, closed and Likert-10-point scale questions was used to compare online teaching against face-to-face teaching. An independent t-test was carried out as the data was presumed to follow a normal distribution. Statistical significance was set at p<0.05. Results 70% of trainees responded and participated in the survey. Attendance rates were higher when teaching was online compared to face-to-face sessions. 100% of trainees were able to attend at least 80% of online teaching sessions whilst 89% were able to attend face-to-face sessions. However, the quality of teaching were not statistically significant between face-to-face and online teaching sessions (mean = 7.95 and 8.11 respectively, p= 0.316). The study found that trainees benefited from the accessibility of online teaching sessions but lost out on social networking and interactivity of face-to-face sessions. Most participants recommended a hybrid or blended learning approach once the pandemic is over. Conclusion The impact of COVID-19 has almost forced all undergraduate and postgraduate education to have a form of virtual presence. All teaching sessions will remain online for the foreseeable future. Our study found no difference between the qualities of teaching for both approaches. However, benefits and drawbacks of online teaching have been identified. Hence, we recommend a mixed learning approach of face-to-face and online teaching for the future.  

scholarly journals Anxious and Angry: Emotional and Political Motives for Approving of and Complying with Hygiene Measures related to the COVID-19 Pandemic

2020 ◽  
Author(s):  
David Abadi ◽  
Irene Arnaldo ◽  
Agneta Fischer
Keyword(s):  
Online Survey ◽  
Social Impact ◽  
Infection Age ◽  
Political Beliefs ◽  
Political Implications ◽  
Hygiene Measures ◽  
The Government ◽  
The Individual ◽  
The Uk ◽  
The Impact

The current COVID-19 pandemic elicits a vast amount of collective anxiety, which may also have broader societal and political implications. In the current study, we investigate the individual and social impact of this anxiety. We conducted an online survey in four different countries (Germany, the Netherlands, Spain and the UK; N=2031), examining whether anxiety about the Coronavirus leads to more approval of and compliance with hygiene measures deployed in those countries, and what role political beliefs play at this. We found significant differences between the four countries, with Spain marking highest anxiety as well as approval of and compliance with hygiene measures. Furthermore, three linear regressions showed that one’s anxiety is not only predicted by proximity to sources of infection (age, country, oneself or friends being infected), but also by political views (populist attitudes, anger at the government). Importantly, people who are anxious are also angry, at transgressors of hygiene rules or at their government. Thus, anger does not reduce one’s fear, but fear leads to more anger, especially in countries with the highest infection rates. Anxiety also leads to more approval of and compliance with hygiene measures, but again anger and political beliefs play a role in this relation. Whereas behavioral compliance is more predicted by fear and anger at others who transgress the rules, approval of the measures is better predicted by anxiety about the impact of Coronavirus and anger at the government.

scholarly journals Education Resilience in the Time of COVID-19

2021 ◽  
pp. 273-283
Author(s):  
Faisal Al Saidi ◽  
Issa Al Hinai ◽  
Basim Al Mushaifri
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Contingency Plans ◽  
The Government ◽  
The Individual ◽  
Teaching Learning ◽  
Learning Plans ◽  
Recurrent Patterns ◽  
The Impact

Due to the world pandemic, COVID-19, higher education institutions (HEIs) have found themselves in an unprecedented situation. Like no other time before, this pandemic has posed a serious test of resilience of HEIs – hence, the current study sets off to seize this opportunity to study the resilience of Omani HEIs. HEIs in Oman have devised contingency plans in light of the directives and declarations received from the government Supreme Committee responsible for handling the impact of COVID-19. The study aimed at examining the directives received by Omani HEIs against the framework of the securitization theory in order to identify the substances of the basis on which HEIs built their teaching and learning plans. The study was also planned to closely investigate the individual experiences of various stakeholders directly involved in the implementation of the contingency of the teaching and learning plans. Data were collected using document analysis and analysis of reflective texts. Discourse content analysis was applied in order to understand the lived experiences of stakeholders and to identify what shaped their experiences. The discourse of the collected data was analysed using the approach of thematic analysis which helped to identify recurrent patterns concerning the teaching and learning plans of some Omani HEIs during COVID-19. A number of challenges along with the challenges of other HEIs worldwide were identified, such as uncertainty and lack of resources and experience in online teaching and learning. The discussion of the findings in this study revealed dichotomies, as well as agreement, in the way stakeholders perceive aspects of the contingency plans of teaching, learning and assessment. On the basis of this finding, the study calls for a more nuanced approach to strengthen the resilience of higher education. Particularly, the study recommends incorporating processes of normalization of teaching and learning as well as of assessment in HEIs delivery modes as a way to consolidate HEIs’ resilience.

Does government expenditure reduce unemployment in Egypt?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hanan AbdelKhalik Abouelfarag ◽  
Rasha Qutb
Keyword(s):  
Unemployment Rate ◽  
Government Expenditure ◽  
Vital Role ◽  
Content Type ◽  
Vector Error Correction ◽  
Public Investments ◽  
Long Run ◽  
Johansen Cointegration Test ◽  
The Government ◽  
The Impact

PurposeThis research seeks to empirically examine the impact of government expenditure on the unemployment rate in Egypt during the period of 1980–2017. In addition, it examines whether the distinction between discretionary and nondiscretionary items of government expenditure have a different effect on unemployment.Design/methodology/approachThe study employs the Johansen cointegration test to ensure the long-run equilibrium relationship among the variables, then the vector error correction model (VECM) to explore the dynamic short and long-run effects.FindingsThe empirical results of this research reveal that increasing government expenditure causes an increase in the unemployment rate in the long-run. Both discretionary expenditures and nondiscretionary expenditures increase the growth of unemployment by approximately the same coefficient. The worsening impact of discretionary expenditures on unemployment is highly attributed to the compensation of employees and the government subsidies. Investment expenditure has an insignificant effect because of its minor percentage in government expenses.Practical implicationsRedirecting the unnecessary expenditures toward labor-intensive public investments is recommended, in addition to reducing domestic and foreign debts. The government has to work hard to increase the economic growth rate, as it has a vital role in reducing unemployment.Originality/valueThis study is one of the first attempts to analyze the effect of government expenditure on the unemployment rate in Egypt. Moreover, this research distinguishes between the effects related to discretionary and nondiscretionary items of government expenditure.

scholarly journals Adolescents and Distance Learning during the First Wave of the COVID-19 Pandemic in Italy: What Impact on Students’ Well-Being and Learning Processes and What Future Prospects?

2021 ◽  
Vol 11 (3) ◽  
pp. 726-735
Author(s):  
Elena Commodari ◽  
Valentina Lucia La Rosa
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Online Teaching ◽  
Online Survey ◽  
Well Being ◽  
Future Studies ◽  
School Career ◽  
Upper Secondary ◽  
E Learning ◽  
The Impact

Background: This study aimed to analyze the experiences related to distance learning in a large sample of students in upper secondary school during the first wave of the COVID-19 pandemic in Italy and to explore the potentialities of distance learning for students’ well-being. Methods: Between 22 April and 1 May 2020, 1017 students completed an online survey about the characteristics of online didactic, the availability of devices for distance learning, and the psychological experiences related to e-learning. Results: All Italian schools have adopted distance learning, even if each teacher employs different approaches to e-learning. Students are aware of the importance of distance learning for the containment of the pandemic and of the need to continue with online teaching to avoid the resumption of the infections. However, distance learning is associated with a significant increase in student workload and a consequent psychological distress related to homework. Specifically, students are more distracted in studying, have difficulty organizing study and are concerned that their school career may be adversely affected by the lockdown. Furthermore, a significant percentage does not perceive adequate support from teachers. Conclusions: Future studies will have to explore the impact of distance learning even in the subsequent waves of contagion, taking into account the persistence of the stress from the pandemic.

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