LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 22:3 March 2022
ISSN 1930-2940

Editors:
         Sam Mohanlal, Ph.D.
         B. Mallikarjun, Ph.D.
         A. R. Fatihi, Ph.D.
         G. Baskaran, Ph.D.
         T. Deivasigamani, Ph.D.
         Pammi Pavan Kumar, Ph.D.
         Soibam Rebika Devi, M.Sc., Ph.D.

Managing Editor & Publisher: M. S. Thirumalai, Ph.D.

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Teachers’ Perceptions of Online Classroom Teaching in India

Lalitha Devi B. and Dr. Madhumathi P.

Abstract

Online blended learning has significantly impacted the teaching and learning processes in India during pandemic. Much of the recent studies focused on this aspect especially from the lens of remote learning-teaching in India. The present study makes an attempt to know the online classroom perspectives of teachers which may help in finding appropriate solutions for online classroom realities in India. The researchers wanted to convey through the research that online classrooms are not only about using technological resources but also about the need to use those resources for effective teaching and learning processes. A self-prepared questionnaire based on the recent research was used for the quantitative analysis. A total of 30 teachers (school & college level) participated in the online survey. The findings revealed interesting facts that the realities of the online classroom are contrary to the teacher perspectives. Teachers opined that online teaching acted as continuing professional development and helped them to be innovative in their approaches. Contrary to that, online classrooms are yet to be technologically supported. Without this foresightedness gap between the teacher perspectives and classroom realities remain wide. The study has got implications for bottom-up approach to CPD programmes, learner training and teacher preparedness.

Keywords: online blended teaching, teacher perception, teacher preferences

1. Introduction

Though online learning and teaching remained as the only alternative during pandemic times, there are many raising concerns related to its overall efficiency as a learning and teaching approach. Moser et al. (2021) mentioned that the learners can reap benefits from online teaching when required help and also resources are provided to teachers. Joshi et al., (2020) identified four problem areas of online teaching. They are environment, Institutional support, limited awareness of technology and lack of motivation. Jena (2020) mentioned that online platforms used during pandemic like zoom and Google meet will not remain sufficient for regular online classroom teaching and learning processes. Selvaraj et al. (2021) found in their detailed study that online learning can be made more effective with effective use of available online tools and meeting the communicative needs of learners. They also emphasise that any kind of stress with online learning should be properly resolved. Along with investment in online learning should be taken up by institutes. Khanna & Kareem (2021) present the views of primary school teachers about the pandemic teaching. The researchers observed that pandemic teaching helped teachers to take a different role and it helped them professionally. They suggest through their study that the online learning opportunities should be equally provided among different sections of society. It is also important to fix the online platforms to avoid learning or teaching inconsistencies.

Online Blended Teaching

Blended teaching in online mode is categorised into Synchronous and Asynchronous. Synchronous mode of teaching has yet to be explored and asynchronous mode of teaching has helped teachers and learners to fulfil the need of continuing the education. So, not all the objectives of teaching and learning can be achieved in these situations. But the future of online blended teaching and learning should be planned and executed well. Though institutional support is highly important there are other aspects which should be considered under the category of teacher and learner training for online blended learning environments.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

Lalitha Devi B. Research Scholar
H&SS, NIT Warangal, India
lalitha.search@gmail.com

Dr. Madhumathi P.
Assistant Professor
H&SS, NIT Warangal, India
madhumathi.p@nitw.ac.in
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