IMPACT ON STUDENTS AND TEACHERS BY AN UNKNOWN VIRUS (E-LEARNING EFFECTS AND PANDEMIC)

Main Article Content

KRISHNAN UMACHANDRAN
https://orcid.org/0000-0003-4934-4368

Abstract

Life is a cycle, what goes up, comes back. This is much experienced by this generation of students in their early part of life, preparing them for a flexible adaptation for the evolving future. This paper aims to review research publications in educational and industrial settings that envisage making the students and teachers to benefit from the effort yielded knowledge and skills through online learning. Online learning, also known as e-learning has propped up the evolution of virtual universities to make educational experiences become customized to the needs of the students as well as for institutions which wanted to come out with new courses that are of demand in the employment market. Many including social groups in Facebook, LinkedIn and YouTube join the process of connecting its customer base in knowing and unknowing propagate the learning practices to percolate to even remote areas, and to those who have family commitments or disabilities. Thus, inclusiveness to the diversity of the new student body evolved providing solutions to all the physical and temporal hurdles which prevented the access to Higher Education with the aid of technology. The technology enabled learning potentially enhances the process of learning and naturally does not intend to remove or replace the teacher’s position in the learning cycle. The implications of eLearning are well received by higher educational institutions (HEI) and universities, in the post pandemic. However, the drilling effort in creating more quality and flexibility orientations is on demand. Thus, to meet the ever-growing diversity needs of students' expectations and that demanded by the market in the new industry 4.0 scenario, makes emerging technologies obtain a prominent position in this evolutionary process. Inevitable are the tailoring options to suit various courses to suit varying and differing educational needs and aspirations, which make this type of learning a new sought after teaching and learning process that cannot be excluded from the educational settings in the imminent future.

Keywords:
E-learning, learning types, technology driven education, continuous learning, teacher’s employability

Article Details

How to Cite
UMACHANDRAN, K. (2022). IMPACT ON STUDENTS AND TEACHERS BY AN UNKNOWN VIRUS (E-LEARNING EFFECTS AND PANDEMIC). Asian Journal of Advances in Research, 12(1), 12-17. Retrieved from http://mbimph.com/index.php/AJOAIR/article/view/2728
Section
Review Article

References

Joshua New. Building a data-driven education system in the United States, Centre for Data Innovation. 2016;1-43.

DoE. Realising the potential of technology in education: A strategy for education providers and the technology industry, Government of United Kingdom, The National Archives, Kew, London. 2019;1- 48.

Wang V. (Ed.). Handbook of Research on Education and Technology in a Changing Society (2 Volumes). IGI Global; 2014. DOI:http://doi:10.4018/978-1-4666-6046-5.

Linda, Darling-Hammond. Maria, E. Hyler. & Madelyn, Gardner. Effective Teacher Professional Development, Learning Policy Development. 2017;1-76.

Dhawan S. Online Learning: A Panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems. 2020;49(1), 5–22. DOI:https://doi.org/10.1177/0047239520934018.

Beyza, Himmetoglu. Damla, Aydug. Cetin, Terzi. Relationships between political behaviors of school principals and perceived coworkers’ social loafing among teachers. Eurasian Journal of Educational Research. 2018;76:1-20.

Mihnea Moldoveanu, Das Narayandas. The future of leadership development, business education; 2019. Available:https://hbr.org/2019/03/the-future-of-leadership-development.

Ronda Zelezny-Green. Informal learning on mobile a new opportunity to enhance education. Vodafone Institute for Society and Communications. 2015;1-32. Available:https://www.vodafone-institut.de/wp-content/uploads/2015/09/VFI_InformalLearning_EN.pdf.

Jestin, Baby, Mandumpal. Debra, Sharon, Ferdinand-James. Parisa, Ziarati. Emad, Kamil, Hussein. Krishnan, Umachandran. Ian, G. Kennedy. Innovation-based learning (InnBL): Turning science and engineering undergraduate degree programmes towards innovation. Journal of Creativity. 2022;32(1):100013, ISSN 2713-3745, 1-5. DOI:https://doi.org/10.1016/j.yjoc.2021.100013.

Kimble C, Hildreth P. Virtual communities of practice. In M. Khosrow-Pour, D.B.A. (Ed.), Encyclopedia of Information Science and Technology, Second Edition. 2009;3981-3985. IGI Global. DOI:http://doi:10.4018/978-1-60566-026-4.ch635.

Linda, Holbeche. Aligning human resources and business strategy, Elsevier, Second Edition; 2009. ISBN: 978-0-7506-8017-2,1-513.

IEC. Core competencies for inter professional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. 2016;1-22.

United Nations. Global Sustainable Development Report 2019: The Future is Now – Science for Achieving Sustainable Development, Independent Group of Scientists appointed by the Secretary-General, United Nations, New York. 2019;1- 252.

IRENA, The post-COVID recovery: An agenda for resilience, development and equality, International Renewable Energy Agency, Abu Dhabi; 2020. ISBN 978-92-9260-245-1.

Janice, Richardson. & Elizabeth, Milovidov.. Digital Citizenship Education Handbook, Being Online - Well-Being Online - Rights Online, Council Of Europe, Isbn 978-92-871-8734-5. 2019;1-144.

Kelly-Ann, Allen. Andrea, Reupert. and Lindsay Oades. Building Better Schools with Evidence-based Policy - Adaptable Policy for Teachers and School Leaders, Routledge, ISBN: 978-1-003-02595. 202;5:1-357.

Microsoft. Work Trend Index: Annual Report, The Next Great Disruption Is Hybrid Work – Are We Ready? Exclusive research and expert insights into a year of work like no other reveal urgent trends for leaders as the next phase of work unfolds. 2021;1-38.

Kayte O’Neill, Gurmak Singh, John O’Donoghue. (2004). Implementing learning programmes for higher education: A review of the literature. Journal of Information Technology Education, 3:1-11.

FAO. E-learning methodologies and good practices: A guide for designing and delivering e-learning solutions from the FAO elearning Academy, second edition. Rome. 2021;1- 180. DOI:https://doi.org/10.4060/i2516e.

Susan, A. Ambrose. Michael, W. Bridges. Michele, DiPietro. Marsha, C. Lovett. & Marie, K. Norman. How Learning Works Seven Research-Based Principles for Smart Teaching, John Wiley & Sons. 2010;1-328.