Impact Of The Coronavirus On Global Education
The virus’s alarming spread causes a disaster in the educational system, forcing schools to close. According to the UNESCO report, the temporary closure of educational institutions significantly impacted 1,6 billion children in 191 countries. To lessen the impact of the closure, educational institutions reacted differently in different contexts, offering a variety of options based on resources, materials, and people for students, teachers, managers, and parents. The Challenges for continuing to teach remotely differ greatly between territories and segments of each society.
Some key challenges are provided below.
A necessity of computers, laptops or tablets for students to use when connecting to the online mode. These deficiencies impacted some lecturers as well.
Digital inequalities among students and staff were exposed, as there is no internet access in many of the villages in the developing countries where some students and teachers live.
Absence of practical training for students:
Inability to use lab or fieldwork for courses requiring the use of lab, fieldwork, or practical exercises.
Inadequate prior training for both students and lecturers on the requirements of online teaching. Many lecturers and students struggled with how to use new technologies effectively.
Poor national facilities:
Countries lacking enough infrastructure are relying on traditional technologies such as radio and television to compensate for the loss.
The sudden and unprecedented internet and unpreparedness of Internet providers to sudden huge demands on their services slower internet speeds in their hometowns.
Irregular power supply:
unlike in developed countries, many developing countries are plagued by inconsistencies in electricity supply, This may result in educational inconsistencies.
Problem with class delivery:
Slow and prolonged work: Students are unable to submit assignments on time, and also lecturers are unable to keep up with their schedules due to power outages or internet issues.
Reduced teaching involvement: many students do not participate in class discussions as much as they would in a traditional face-to-face course, as evidenced by the instructor on the class experiences while teaching, it is frequently little or no feedback when questions are asked. As a result, some online courses can become lengthy and stressful at times.
Due to a lack of monitoring opportunities, many lecturers/tutors have resorted to using multiple-choice questions (MCQ).
On many occasions, when students were unable to use technological tools to complete the task in a timely manner, they compromised on deadlines and even the standard expected of their delivery due to other constraining factors.
The problems for students:
With the online testing method and the realities of many students’ inability to use video services during some live class exercises and tests due to technological device limitations, which may result in confusion and complexity.
Several students familiar with the conventional form of face-to-face learning find the online method difficult which create several problems including the clear insight of the course and the communication gap between lecturers and students.
Mental health issues:
As a result of the abrupt change, some students experienced fear, anxiety, depression, mental issues and also suicidal thoughts due to the inability to cope with the combination of their academic rigours, virtual learning and domestic challenges.
The issue with cybersecurity:
There are numerous types of infringement, virus exposure, hacking potential, and other cybersecurity threats embedded in our daily education and teaching lives as a result of the migration of traditional learning to online mode.
Concerns have been raised about skill development that is more difficult to replicate online, such as the development of social and emotional skills, critical thinking, and perseverance.