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Periodical of Educational Technology Systems. 2020 Sep; 49(1): 5–22.

Online Learning: A Panacea in the Time of COVID-nineteen Crunch

Shivangi Dhawan

¹Department of Commerce, SGTB Khalsa College, University of Delhi, Delhi, Republic of india

²Section of Commerce, Delhi School of Economics, University of Delhi, Delhi, India

Abstract

Educational institutions (schools, colleges, and universities) in India are currently based simply on traditional methods of learning, that is, they follow the traditional fix of contiguous lectures in a classroom. Although many academic units have likewise started blended learning, still a lot of them are stuck with quondam procedures. The sudden outbreak of a deadly disease called Covid-19 caused by a Corona Virus (SARS-CoV-2) shook the entire globe. The World Wellness Organization declared it as a pandemic. This situation challenged the instruction system across the world and forced educators to shift to an online manner of teaching overnight. Many bookish institutions that were before reluctant to change their traditional pedagogical approach had no option but to shift entirely to online teaching–learning. The commodity includes the importance of online learning and Strengths, Weaknesses, Opportunities, & Challenges (SWOC) analysis of e-learning modes in the time of crisis. This article also put some light on the growth of EdTech Start-ups during the time of pandemic and natural disasters and includes suggestions for academic institutions of how to deal with challenges associated with online learning.

Keywords: coronavirus, COVID-19, pedagogy, online learning, engineering science, EdTech

The deadly and communicable diseases Corona Virus also known as Covid-19 has securely afflicted the global economy. This tragedy has likewise shaken up the education sector, and this fear is probable to resonate beyond the education sector globally. The Covid-xix pandemic outbreak forced many schools and colleges to remain airtight temporarily. Several areas are affected worldwide and at that place is a fright of losing this whole ongoing semester or even more than in the coming futurity. Various schools, colleges, and universities have discontinued in-person teaching. Equally per the assessment of the researchers, it is uncertain to get dorsum to normal didactics anytime soon. Equally social distancing is preeminent at this stage, this will have negative furnishings on learning opportunities. Educational units are struggling to find options to deal with this challenging state of affairs. These circumstances make us realize that scenario planning is an urgent demand for academic institutions (Rieley, 2020). This is a situation that demands humanity and unity. There is an urgent need to protect and relieve our students, kinesthesia, academic staff, communities, societies, and the nation as a whole.

Several arguments are associated with east-learning. Accessibility, affordability, flexibility, learning pedagogy, life-long learning, and policy are some of the arguments related to online teaching. It is said that online mode of learning is easily accessible and tin even accomplish to rural and remote areas. It is considered to be a relatively cheaper mode of education in terms of the lower toll of transportation, accommodation, and the overall cost of institution-based learning. Flexibility is another interesting aspect of online learning; a learner tin can schedule or plan their time for completion of courses available online. Combining face-to-face lectures with applied science gives rise to blended learning and flipped classrooms; this type of learning environment tin increase the learning potential of the students. Students can learn anytime and anywhere, thereby developing new skills in the process leading to life-long learning. The regime as well recognizes the increasing importance of online learning in this dynamic earth.

The severe explosion of Corona Virus illness tin make u.s.a. add together one more argument in terms of online learning, that is, online learning serves every bit a panacea in the time of crisis.

Literature Review

Online Learning or East-Learning

Rapid developments in technology have made distance education like shooting fish in a barrel (McBrien et al., 2009). "Almost of the terms (online learning, open learning, web-based learning, computer-mediated learning, blended learning, yard-learning, for ex.) have in common the power to utilize a computer connected to a network, that offers the possibility to learn from anywhere, anytime, in whatsoever rhythm, with any means" (Cojocariu et al., 2014).Online learning tin can exist termed as a tool that tin brand the teaching–learning process more student-centered, more innovative, and fifty-fifty more than flexible. Online learning is divers every bit "learning experiences in synchronous or asynchronous environments using different devices (e.g., mobile phones, laptops, etc.) with internet admission. In these environments, students can exist anywhere (independent) to learn and interact with instructors and other students" (Singh & Thurman, 2019). The synchronous learning surroundings is structured in the sense that students attend live lectures, there are existent-time interactions between educators and learners, and there is a possibility of instant feedback, whereas asynchronous learning environments are not properly structured. In such a learning environs, learning content is not available in the form of live lectures or classes; it is bachelor at different learning systems and forums. Instant feedback and immediate response are non possible under such an environment (Littlefield, 2018). Synchronous learning can provide a lot of opportunities for social interaction (McBrien et al., 2009). Amidst this deadly virus spread such online platforms are needed where (a) video conferencing with at least 40 to 50 students is possible, (b) discussions with students can be done to keep classes organic, (c) internet connections are good, (d) lectures are accessible in mobile phones as well and non just laptops, (e) possibility of watching already recorded lectures, and (f) instant feedback from students can be achieved and assignments tin can be taken (Basilaia et al., 2020).

Online Educational activity Is No More an Option, It Is a Necessity

The major part of the world is on quarantine due to the serious outbreak of this global pandemic Covid-19 and therefore many cities have turned into phantom cities and its furnishings can be seen in schools, colleges, and universities too. Betwixt all this online teaching and online learning can be termed equally the panacea for the crunch. The Corona Virus has fabricated institutions to go from offline fashion to online mode of pedagogy. This crunch will brand the institutions, which were earlier reluctant to modify, to accept mod technology. This catastrophe will show us the lucrative side of online instruction and learning. With the help of online educational activity modes, we can sermonize a large number of students at any time and in any role of the world. All institutions must scramble dissimilar options of online pedagogical approaches and attempt to use applied science more aptly. Many universities around the globe have fully digitalized their operations understanding the dire need of this current situation. Online learning is emerging equally a victor ludorum amongst this chaos. Therefore, the quality enhancement of online teaching–learning is crucial at this phase. Online teaching in Chinese universities has increased exponentially after the Covid-nineteen outbreak. There was an overnight shift of normal classrooms into east-classrooms, that is, educators have shifted their entire pedagogical arroyo to tackle new market conditions and adjust to the changing situations. During this tough time, the business organisation is not about whether online didactics–learning methods tin provide quality educational activity, it is rather how academic institutions will exist able to prefer online learning in such a massive manner (Carey, 2020).

Resistance to change will not help any educational unit of measurement across the globe. They volition exist judged on their pace to adjust to the changes in such a short period and their ability to maintain the quality. The reputation of educational units is on stake and under scrutiny. How well they behave and how well they maintain their quality of didactics amidst this crisis shows their adapting capabilities. The shift from confront-to-face up lectures to online classes is the only possible solution. Indeed, bookish institutions would non be able to transform all of their higher curricula into and online resources overnight. Distance, scale, and personalized teaching and learning are the three biggest challenges for online teaching. Innovative solutions by institutions tin can only help u.s. bargain with this pandemic (Liguori & Winkler, 2020). There is a requirement of a quick shift to online learning mode; therefore, the products by Google can exist really useful under such problematic situations; they are (a) Gmail, (b) Google Forms, (c) Calendars, (d) Thou-Drive, (e) Google Hangouts, (f) Google Jam board and Drawings, (grand) Google Classroom, and (h) Open up Board Software (non a Google production, helps in recording meetings in the form of files). These tools can successfully be used equally an alternative for face-to-face up classes (Basilaia et al., 2020).

Problems Associated With Online Pedagogy and Learning

At that place are n number of technologies available for online education merely sometimes they create a lot of difficulties. These difficulties and bug associated with modernistic technology range from downloading errors, problems with installation, login problems, problems with audio and video, and so on. Sometimes student finds online teaching to exist irksome and unengaging. Online learning has and so much of time and flexibility that students never find fourth dimension to do it. Personal attending is also a huge effect facing online learning. Students want two-way interaction which sometimes gets hard to implement. The learning process cannot reach its full potential until students practice what they learn. Sometimes, online content is all theoretical and does not let students practice and acquire finer. Mediocre course content is also a major issue. Students feel that lack of community, technical bug, and difficulties in understanding instructional goals are the major barriers for online learning (Song et al., 2004). In a study, students were plant to be not sufficiently prepared for balancing their piece of work, family unit, and social lives with their study lives in an online learning environment. Students were also found to be poorly prepared for several east-learning competencies and bookish-type competencies. Besides, there is a low-level preparedness amidst the students apropos the usage of Learning Management Systems (Parkes et al., 2014).

Possible Solutions for Problems

A lot of issues are attached to online education but we cannot ignore the perks of it in times of such crunch. Nosotros can always take solutions to prepare these difficulties. Technical difficulties can be solved through prerecording video lectures, testing the content, and always keeping Programme B set up so that the education–learning process cannot be hampered. Online courses should exist made dynamic, interesting, and interactive. Teachers should set fourth dimension limits and reminders for students to make them alarm and circumspect. Efforts should be made to humanize the learning process to the best extent possible. Personal attention should be provided to students so that they can hands adapt to this learning environs. Social media and various grouping forums can be used to communicate with students. Communication is the key when it gets hard to try reaching out to students via texts, various messaging apps, video calls, and and so on—content should be such that enable students for practice and besides hone their skills. The quality of the courses should be improved continuously and teachers must try to give their best. Online programs should exist designed in such a way that they are creative, interactive, relevant, student-centered, and group-based (Partlow & Gibbs, 2003). Educators must spend a lot of fourth dimension in making effective strategies for giving online instructions. Effective online instructions facilitate feedback from learners, make learners ask questions, and broaden the learner horizon for the course content (Keeton, 2004). Institutions must focus on pedagogical issues and emphasize collaborative learning, case learning, and project-based learning through online instructions (Kim & Bonk, 2006).

The challenge to educational institutions is non only finding new applied science and using it but also reimagining its education, thereby helping students and bookish staff who are seeking guidance for digital literacy.

Objectives of the Study

To explore the growth of EdTech Beginning-ups and online learning.
To conduct an Strengths, Weaknesses, Opportunities, & Challenges (SWOC) assay of online learning during the Corona Virus pandemic and natural disasters.
To requite some suggestions and recommendations for the success of online mode of learning during a crisis-similar state of affairs.

Research Methodology

The study is descriptive and tries to sympathise the importance of online learning in the menstruation of a crisis and pandemics such every bit the Covid-xix. The bug associated with online learning and possible solutions were also identified based on previous studies. The SWOC analysis was conducted to empathize various strengths, weaknesses, opportunities, and challenges associated with online mode of learning during this critical situation. The research tool used for analyzing the information which amassed from different sources for this study is a content analysis and the research method is descriptive research. We accept taken into consideration the qualitative aspects of the research written report. This study is completely based on the secondary data. A systematic review was done in detail for the collected literature.

Secondary sources of data used are (a) journals, (b) reports, (c) search engines, (d) visitor websites and scholarly articles, (due east) research papers, and other academic publications.

EdTech Commencement-ups in the Times of Corona

If we go dorsum in history and meet EdTech through the ages, we can observe that writing slates were used in Indian schools during the 1100s. In the year 1440, first printing press was invented past Johannes Guttenberg; in the 1600s, Abacus helped students in understanding fundamentals of Math; and in the year 1913, Thomas Edison promoted film clips as a replacement for teachers. In 1927, Sidney Pressy invented the first teaching automobile famously called the MCQ car. In the 1960s, online pedagogy originated at the Academy of Illinois and in 1994, Bharat's EdTech journey finally began in India with the launch of Educomp. Recently, around 2010, EdTechs outset-ups entered the market intending to disrupt the education sector. A learning application Byju's became i of the most valued EdTech companies in the year 2019. And from so many start-ups take come up to give tough competition to Byjus's. Li Kang, Ai English language Executive Director said, "Online Learning is the future and if there was no virus, that realization would have taken another few years but this has accelerated the procedure."

EdTech Showtime-ups are borer all the right opportunities by providing free online courses to students amidst this crisis. UNESCO also suggested that these EdTech Starting time-ups and learning apps can help students during such hard times. Digital payment companies, such as Paytm, Mobiwik, Tez, PhonePe, and and so on, grew chop-chop during and subsequently demonetization. Now, in this pandemic outbreak, EdTech start-ups are hoping for improved operation. EdTech outset-ups are trying hard to make well-nigh out of this situation by providing several free courses and e-resources to the students. Although the availability of electricity and a stable net connectedness is nevertheless a bigger claiming in their way as a lot of Indian cities peculiarly small cities still face frequent electricity shortages. Equally per the reports, initiatives past these companies are already bringing them gains. Their customer base is improving a lot, information technology might be for a temporary menses but even if they tin retain a few customers it is for their expert only.

Educators or teachers in the form of facilitators face a lot of trouble while working on these EdTech start-ups in the form of how to start using it when to use it, how to reduce distractions for students, how to strop students' skills via EdTech. The participation by students is not plenty, educators must put considerable effort to increase educatee engagement, retain their attention, take feedbacks, and assess them in several ways. This will create an effective and meaningful learning environs. EdTech cannot replace a teacher merely it tin can enhance instruction. During such tough times, when Covid-19 has forced schools and colleges to remain completely lockdown for few weeks due to the seriousness of the situation, EdTech companies can prove to be of great assist to students (Brianna et al., 2019). According to the reports past KPMG and Google, the EdTech sector will boom and is likely to achieve around 2 Billion Dollars by 2021. Some of the famous EdTech start-ups include Byju's, Adda247, Alolearning, AptusLearn, Asmakam, Board Infinity, ClassPlus, CyberVie, Egnify, Embibe, ExtraaEdge, iStar, Jungroo Learning, GlobalGyan, Lido Learning, Pesto, Vedantu, Edubrisk, ZOOM Classroom, ZOOM Business, Toppr, Unacademy, Coursera, Kahoot, Seesaw, Khan Academy, e-pathshala, GuruQ, and the list is long. SWAYAM portal is an interesting educational program that is initiated by the authorities of Bharat to achieve 3 of import objectives of our educational policy, that is, access, equity, and quality. The principal objective of SWAYAM is to provide online learning and reduce the digital divide. It provides a big number of complimentary courses for school, altitude, graduate, and postgraduate pedagogy. During the Covid-19 crisis, SWAYAM is of smashing help for students across the country.

SWOC Assay of Online Learning: During Corona Virus Pandemic and Other Crunch-Like State of affairs (Natural Disasters)

In the aftermath of some of the natural calamities such as floods, cyclones, earthquakes, hurricanes, and and so on, cognition delivery becomes a challenging task. These hazards disrupt the educational processes in schools and colleges in several ways. Sometimes, it leads to closure of schools and colleges which creates serious consequences for students and deprives them of their central right to education and poses them to time to come take a chance. "100 million children and young people are affected by natural disasters every year. Most of them confront disruption to their schooling" (World Vision). Situations of crunch and conflicts are the biggest hurdles in the path of teaching. Many students and teachers too confront psychological problems during crisis—there is stress, fear, anxiety, low, and insomnia that atomic number 82 to a lack of focus and concentration. Disasters create havoc in the lives of people (Di Pietro, 2017).

With changing weather patterns and rising global temperatures, an increasing number of extreme conditions events accept become the new norm. Such events caused varying amounts of loss to life and holding. Table1 shows some of the natural disasters that acquired huge disruption in educational processes. Large numbers of schools and colleges were destroyed and thousands of students were afflicted past these natural calamities. Their education got disrupted in midway. "Disruption of pedagogy can leave children at gamble of child labor, early matrimony, exploitation, and recruitment into armed forces" (Baytiyeh, 2018). When disasters and crises (man-made and natural) occur, schools and colleges need to be resilient and should discover new ways to continue with teaching–learning activities (Chang-Richards et al., 2013).

For instance, in 2016, Italian republic experienced 3 fierce and powerful earthquakes. This brought huge devastation in the number of areas. About 1,00,000 people became homeless, buildings and structures complanate, and at that place was astringent loss of life and property. The University of Camerino, one of the oldest universities in the world suffered a huge loss. The university was in crisis, its construction collapsed, a large number of students became homeless and some left the place. In such situations, students were deprived of educational activity and learning. It is rightly said, "It is difficult to stick to the traditional road when the road itself has crumbled." This means that face up-to-confront instructions were non possible at that time; therefore, management and leaders came forward to devise some plans to continue the educational processes in continuation. Before the convulsion's destruction, e-learning at the University was cumbersome. But they were unstoppable, and to continue the teaching–learning processes, they used Webex (an online tool) by Cisco. Webex helped professors in designing their instructional programs and sharing notes and presentations with students. In almost ane month, the university was well-versed with east-learning strategies and techniques. They integrated themselves well in an east-learning world. They believed that, of course, the value of the face-to-face instruction method cannot be reduced, just east-learning can be used together with the traditional methods to bring in efficiency, effectiveness, and competitive edge over other competitors by imparting quality education (Barboni, 2019).

In February 2011, a 6.3 magnitude convulsion shook Christchurch and the Academy of Canterbury collapsed. Information technology and online learning helped the university to restart its operations and gave them a 2nd life (Todorova & Bjorn-Andersen, 2011).

At New Orleans, Southern Academy converted itself into an e-learning campus after the violent hurricane created a Havoc. Several online courses were offered and mobiles were used to provide education to the displaced students (Omar et al., 2008).

And the most recent disaster is in the course of the Covid-19 which is spreading like a forest fire around the world. All of the schools, colleges, and universities are facing lockdowns in the most affected areas to curb further spread of the Corona Virus. Many bookish institutions are, therefore, seeking the assist of online learning and then that teaching and learning processes are not hampered. The SWOC Analysis of Online Learning is shown in Effigy one.

In the concluding few years, east-learning has started gaining popularity in India. Many platforms provide affordable courses to students via Massive Open Online Courses. Still a lot of institutions in India were reluctant toward online pedagogy and learning. However, the challenges posed past the Corona Virus pandemic introduced everyone to a new world of online learning and remote pedagogy. Instructors indulged them in remote pedagogy via few flatforms such as Google Hangouts, Skype, Adobe Connect, Microsoft teams, and few more, though ZOOM emerged equally a clear winner. Too, to conduct smooth education–learning programs, a listing of online etiquettes was shared with students and proper instructions for attention classes were given to them (Saxena, 2020).

Table 1.

Natural Disaster That Affected Teaching–Learning Badly.

Year	Natural disasters
2009	A violent earthquake in 9 the city of L'Aquila
2010	Floods in Islamic republic of pakistan
2011	Tropical storm Washi in the Philippines
2011	A series of earthquakes in New Zealand
2013	Tropical storm Haiyan in the Philippines
2015	Gorkha floods in Nepal
2017	Harvey and Irma Hurricanes in the Us
2017	Floods in Nepal, Bangladesh, and India
2018	An earthquake in Papua New Guinea
2018	Earthquakes and tsunamis in Indonesia
2019	The typhoon Lekima in China
2019	The typhoon Hagibis in Nippon
2019	The tropical cyclone Idai in Southeastern Africa
2019	The oestrus wave in Bihar

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The SWOC Analysis of Online Learning During Such Crises.Note. SWOC = Strengths, Weaknesses, Opportunities, & Challenges.

Strengths

Due east-learning methods and processes are really potent. These strengths of the online learning modes can rescue u.s. from these difficult times. It is student-centered and offers a great bargain of flexibility in terms of time and location. The due east-learning methods enable us to customize our procedures and processes based on the needs of the learners. In that location are plenty of online tools available which is important for an effective and efficient learning surroundings. Educators can utilize a combo of audio, videos, and text to achieve out to their students in this time of crisis to maintain a man touch to their lectures. This tin assistance in creating a collaborative and interactive learning environment where students tin can give their immediate feedback, ask queries, and acquire interestingly. The Anywhere-Anytime characteristic of e-learning is beneficial in the times of crisis-like situation, for instance, human-made disasters, natural disasters, or pandemics such as Covid-nineteen. The closure of places and unsafe traveling by roads can create a lot of troubles only e-learning will at least not keep us deprived of getting an teaching at our homes or workplaces.

Technology provides innovative and resilient solutions at times of crisis to combat disruption and helps people to communicate and even work virtually without the need of confront-to-confront interaction. This leads to many system changes in organizations as they adopt new technology for interacting and working (Marker & Semaan, 2008).

Weaknesses

Due east-learning has certain weaknesses in the form that it can hamper the communication between the learner and the educator, that is, direct communication and human touch are lost. Users can face many technical difficulties that hinder and ho-hum-down the teaching–learning procedure (Favale et al., 2020). Time and location flexibility, though it is the strength of online learning these aspects are frail and create issues. Pupil'due south nonserious beliefs in terms of time and flexibility can cause a lot of bug. All students and learners are non the aforementioned, they vary in degrees of their capabilities and confidence level. Some do not feel comfortable while learning online, leading to increased frustration and confusion. Inadequate compatibility between the design of the technology and component of psychology required past the learning process; and inadequate customization of learning processes tin obstruct the teaching process and creates an imbalance.

Opportunities

Online learning more often than not has a lot of opportunities available simply this time of crisis will allow online learning to nail every bit nigh academic institutions have switched to this model. Online Learning, Remote Working, and due east-collaborations exploded during the outbreak of Corona Virus crisis (Favale et al., 2020). Now, bookish institutions can catch this opportunity by making their teachers teach and students learn via online methodology. The people have ever been complacent and never tried some new modes of learning. This crisis will be a new stage for online learning and volition let people to look at the fruitful side of east-learning technologies. This is the fourth dimension when at that place is a lot of scope in bringing out surprising innovations and digital developments. Already, EdTech companies are doing their fleck past helping the states fighting the pandemic and not letting learning to be put at a halt. Teachers can do technology and can pattern various flexible programs for students' better agreement. The usage of online learning volition test both the educator and learners. It will enhance problem-solving skills, critical thinking abilities, and adaptability amidst the students. In this critical situation, users of whatever age tin access the online tools and reap the benefits of time and location flexibility associated with online learning. Teachers tin can develop innovative pedagogical approaches in this panicky situation, at present also termed as Panicgogy. EdTech Start-ups have plenty of opportunities to bring almost radical transformations in about all the aspects associated with education ranging from, didactics, learning, evaluation, assessment, results, certification, degrees, and then on. Also, increasing marketplace demand for e-learning is an amazing opportunity for EdTech start-ups to bring technological disruption in the teaching sector.

Challenges

Online learning faces many challenges ranging from learners' issues, educators' bug, and content issues. Information technology is a challenge for institutions to engage students and make them participate in the teaching–learning process. It is a challenge for teachers to move from offline mode to online mode, irresolute their teaching methodologies, and managing their time. It is challenging to develop content which non merely covers the curriculum just also engage the students (Kebritchi et al., 2017). The quality of eastward-learning programs is a real challenge. In that location is no clear stipulation past the government in their educational policies about e-learning programs. There is a lack of standards for quality, quality control, development of eastward-resource, and e-content delivery. This problem needs to be tackled immediately so that everyone can enjoy the benefits of quality didactics via due east-learning (Cojocariu et al., 2014). 1 should non merely focus on the pros attached to the adoption of online learning during the crises but should besides take account of developing and enhancing the quality of virtual courses delivered in such emergencies (Affouneh et al., 2020). A lot of time and price is involved in e-learning. It is not as easy equally it seems, a considerable amount of investment is needed for getting the devices and equipment, maintaining the equipment, grooming the human resources, and developing the online content. Therefore, an constructive and efficient educational system needs to be developed to impart education via online mode.

Ensuring digital equity is crucial in this tough time. Not all the teachers and students have access to all digital devices, internet, and Wi-Fi. Unavailability of proper digital tools, no internet connections, or iffy Wi-Fi connections can cause a lot of trouble due to which many students might lose out learning opportunities. Efforts should be taken by institutions to ensure that every student and faculty is having access to the required resources. They must also ensure that all the educational apps piece of work on mobile phones as well, in instance students do non have laptops. Therefore, steps must be taken to reduce the digital carve up.

Exercise makes a man perfect is a famous and very true proverb. Students and teachers beyond various universities have never really good e-learning. Well-nigh of them are complacent and are stuck with traditional modes of teaching. The Corona Virus outbreak is the gamble to make out the best from the current situation. We tin acquire a lot in this challenging situation. A lot of tools are bachelor, teachers are required to choose the all-time tool and implement it to impart education to their students. A step-by-pace guide tin can be prepared by bookish institutions that tin can guide the teachers and students on how to access and use various e-learning tools and how to cover major curriculum content via these technologies thereby reducing the digital illiteracy. Teachers can nowadays the curriculum in diverse formats, that is, they tin utilize videos, audios, and texts. It is beneficial if educators complement their lectures with video chats, virtual meetings, so on to go immediate feedback and maintain a personal connection with the students.

Conclusions and Suggestions

Ayebi-Arthur (2017) conducted a instance report of a college in New Zealand which was badly afflicted by seismic activities. In her study, she establish that the higher became more resilient to online learning after that disastrous consequence. Technology helped them overcome the barriers in those difficult times. Just they advise that robust IT Infrastructure is a prerequisite for online learning. Infrastructure needs to be and then strong that information technology tin provide unhindered services during and subsequently the crisis.

Every bit per the Globe Economic Forum, the Covid-19 pandemic likewise has changed the way how several people receive and impart education. To detect new solutions for our bug, we might bring in some much-needed innovations and change. Teachers have become habitual to traditional methods of teaching in the form of contiguous lectures, and therefore, they hesitate in accepting any change. Simply amid this crisis, we have no other culling left other than adapting to the dynamic situation and accepting the change. It will be beneficial for the education sector and could bring a lot of surprising innovations. We cannot ignore and forget the students who exercise not accept access to all online technology. These students are less affluent and belong to less tech-savvy families with financial resource restrictions; therefore, they may lose out when classes occur online. They may lose out considering of the heavy costs associated with digital devices and net data plans. This digital separate may widen the gaps of inequality.

This terrible time of fate has taught us that everything is unpredictable and we need to be ready to confront challenges. Although this outbreak did not give us much fourth dimension to plan nosotros should take a lesson from this that planning is the key. We should plan everything, no matter if program A fails, we should have program B ready. This can only be washed if we do scenario planning. There is a need to prioritize all the disquisitional and challenging situations which may occur and plan accordingly. This pandemic has also taught us that students must possess certain skills such as skills of problem-solving, critical thinking, and well-nigh chiefly adaptability to survive the crisis. Educational institutions must build resilience in their systems to ensure and prioritize the presence of these skills in their students.

"The central lesson for others may exist to cover e-learning engineering before disaster strikes!" (Todorova & Bjorn-Andersen, 2011). Today, we are forced to exercise online learning, things would have been different if we have already mastered information technology. The time we lost in learning the modes could take been spent on creating more than content. But it is better tardily than never. This virus surely has accelerated the process of online learning. For example, this e-application called ZOOM is making a lot of news because of its viable features. Information technology allows conducting live online classes, web-conferencing, webinars, video chats, and live meetings. Every bit most of the schools, colleges, universities, companies are airtight due to lockdowns/curfews and most of the people are working from dwelling, this app helped in keeping people connected via video conferencing. This application is trending on Google play shop amidst the ongoing crisis. People are practicing social distancing so this awarding gave them a sigh of relief. ZOOM also allows conducting business meetings.

Disasters volition continue to occur and technologies volition likely help us cope with them (Meyer & Wilson, 2011). Don Dippo, The Co-Principal Investigator at the Borderless Higher instruction for Refugees said that "We are in a earth where conflict and environmental destruction … are going to have lots of people, families, and communities, living in precarious contexts. The willingness of postal service-secondary institutions to step-up and engage and provide opportunities for those people will never be equally large equally the need. The merely way nosotros can even make a dent in this is to learn to collaborate and cooperate across institutions and beyond time and spatial boundaries. The only mode really to do that is to rely on technology to create atmospheric condition to allow people to collaborate."

We need a high level of preparedness so that we can quickly adjust to the changes in the surround and can adjust ourselves to different delivery modes, for case, remote learning or online learning in situations of pandemics such as Covid-xix. Institutions and organizations should prepare contingency plans to deal with challenges such every bit pandemics and natural disasters (Seville et al., 2012). Reliability and sufficient availability of Information Communication Technology infrastructure, learning tools, digital learning resources in the course of Massive Open up Online Courses, e-books, e-notes, and and then on are of utmost importance in such severe situations (Huang et al., 2020). Instruction, content, motivation, relationships, and mental wellness are the five important things that an educator must proceed in mind while imparting online education (Martin, 2020). Some instruction strategies (lectures, example-study, debates, discussions, experiential learning, brainstorming sessions, games, drills, etc.) tin can be used online to facilitate effective and efficient teaching and learning practices. In such panicky situations, where the lives of so many people are at stake, educational activity and learning should be made interesting. This volition also reduce the stress, fear, and anxiety levels of people. For this, proper technique and learning back up should be provided to teachers and students and authorities support is also crucial at such phase. Pedagogical and technical competency of online educators is of utmost importance. Rigorous quality management programs and continuous improvement are pivotal for online learning success and making people set up for any crisis-like situation.

Natural disasters tin can stimulate our motivation for the adoption of highly innovative communication engineering science and east-learning tools (Tull et al., 2017). To make eastward-learning effective in such difficult times, we need to focus on the employ of engineering science more efficiently, that is, the usage of that technology which has minimum procurement and maintenance costs but can effectively facilitate educational processes. Before bringing in and adopting any e-learning tool or technology, its pros and cons need to be weighed. Institutions should conduct plenty of research when bringing the right technology for different educational initiatives. There should be proper clarity on the purpose and context of engineering science adoption. Every bit several factors affect the pick of a particular technology such as security features, availability and status of laboratories, internet speed, cyberspace access, digital literacy levels of the beneficiaries, and and then on. Eastward-learning tin can help in providing inclusive pedagogy even at the time of crunch. Such systems need to be adult in educational institutions that make sure that no student is getting deprived of education due to their location, social course, ethnicity, and so on. Online methods of pedagogy support and facilitate learning–teaching activities, but there is a dire need to weigh the pros and cons of technology and harness its potentials. Disasters and pandemic such as Covid-19 can create a lot of chaos and tensions; therefore, there is an important need to study the technology deeply and with due diligence to balance these fears and tensions amidst such crisis.

Writer Biography

Shivangi Dhawan is an banana professor of Commerce at SGTB Khalsa College, University of Delhi. Currently, she is pursuing MPhil from the Department of Commerce, Delhi School of Economics. She is a graduate of SGTB Khalsa College and completed her Masters in Commerce from Shri Ram College of Commerce (SRCC), University of Delhi. Her expanse of specialization is Organizational Behaviour & Evolution and has work related to it to her credit. Ms. Dhawan has written several research papers and presented them in diverse National & International Conferences.

Declaration of Conflicting Interests

The writer declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author received no fiscal support for the enquiry, authorship, and/or publication of this article.

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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308790/