-Move towards Blended Learning -Rise in use of Learning Management Systems -Enhance the use of soft copy of learning material -Improvement in collaborative work -Rise in online meetings -Enhanced Digital Literacy -Improved the use of electronic media for sharing information -World wide exposure -Better time management -Demand for Open and Distance Learning (ODL)

1. IMPACT OF COVID.19
PANDEMIC ON
EDUCATION SYSTEM
Dr. Kamal Gulati
Founder
My Big Data Analytics
www.MyBigDataAnalytics.in
Associate Professor, Amity University,
Noida, Uttar Pradesh, India
drkamalgulati@gmail.com

2. • Many educational reformers have long held out hope that computers and other
information and computer technologies (ICTs) can play crucial and integral
roles in bringing about long-needed changes to education systems.
• Indeed, many see the introduction of ICTs in schools as a sort of Trojan horse,
out of which educational reform and innovation can spring once inside the
walls of the traditional (conservative) education establishment.
• While not denying the potentially transformational impact of ICT use to help
meet a wide variety of educational objectives, history has shown that bringing
about positive disruptive change isn't achieved by simply flooding schools
with computers and related ICTs.
INTRODUCTION

3. • The COVID-19 has resulted in schools shut all across the world.
Globally, over 1.2 billion children are out of the classroom.
• As a result, education has changed dramatically, with the distinctive
rise of e-learning, whereby teaching is undertaken remotely and on
digital platforms.
• Research suggests that online learning has been shown to increase
retention of information, and take less time, meaning the changes
corona virus have caused might be here to stay.
STATEMENT OF PROBLEM

4. Covid-19
Over 72% of the world’s
students population is being
affected by nationwide
school closures
4 (UNESCO, 2020c)

5. • While countries are at different points in their COVID-19
infection rates, worldwide there are currently more than 1.2
billion children in 205 countries affected by school closures
due to the pandemic.
• In Denmark, children up to the age of 11 are returning to
nurseries and schools after initially closing on 12 March,
but in South Korea students are responding to roll calls
from their teachers online.
OBJECTIVE OF STUDY

6. Why Emergency Education
Education is usually neglected during the early
response to emergencies
Trauma impacts the cognitive and executive
functions of the brain
Impairment of students’ learning abilities
6 (Nicolai et al., 2015)

7. • How is the (ICT)education sector responding to COVID-19?
• What is Information and communication technology in
education?
• Our education system is losing relevance. Here's how to
unleash its potential ?
• What does this mean for the future of learning?
• The challenges of online learning?
• Is learning online as effective?
RESEARCH QUESTIONS

8. How Can Education Help?
Education could provide a safe space for students during a crisis
Give the much needed psychosocial support for development, as
well as, hope, stability, and a sense of security
Maintaining a good level of quality education during crisis will
act as the backbone for the reconstruction and restoration phase
after the crisis is over
8 (Nicolai et al., 2015)

9. • Students, their parents, and educators around the world
are feeling the extraordinary ripple effect of the novel
corona virus as schools are shutting down and
quarantine methods are being ordered to cope with the
global pandemic.
LITERATURE REVIEW

10. • More than 1.5 billion students and youth across the
planet are affected by school and university closures
due to the COVID-19 outbreak.
• For higher education institutions to carry on with
teaching and learning activities during this socio-
economic, cultural and health crisis and as well on
how to address the future.
POPULATION

11. • COVID-19, the virus has affected more than 25,416,236
people in 190 countries and caused 851,099 deaths. This
makes the COVID-19 mortality rate close to 3.34%, most
certainly not the deadliest, but one of the deadliest viruses
the world has battled to date. 31st Aug 2020
• India has 3,624,613 confirmed cases of COVID-19 to date,
and most patients who have tested positive at Maharashtra
31st Aug 2020 (https://covidindia.org/)
SAMPLE

12. Context – Covid-19
7

13. • The digital divide describes the gap between
those who have access to the internet and those
who do not, but internet access isn’t the whole
issue.
• While over 88% of Americans are internet users,
the share of Americans with computers hovers
around 74%, according to Statista.
• Smartphones get you online, but aren’t machine
enough to join video conferences, take online
quizzes, and write essays

14. DATA ANALYSIS

15. • Alibaba’s distance learning solution, DingTalk, had to prepare for a similar
influx: “To support large-scale remote work, the platform tapped Alibaba Cloud
to deploy more than 100,000 new cloud servers in just two hours last month –
setting a new record for rapid capacity expansion,” according to DingTalk CEO,
Chen Hang.
• Some school districts are forming unique partnerships, like the one between The
Los Angeles Unified School District and PBS SoCal/KCET to offer local
educational broadcasts, with separate channels focused on different ages, and a
range of digital options. Media organizations such as the BBC are also
powering virtual learning; Bitesize Daily, launched on 20 April, is offering 14
weeks of curriculum-based learning for kids across the UK with celebrities like
Manchester City footballer Sergio Aguero teaching some of the content.
FINDING

16. Readiness for distance learning
(Reimers & Schleicher, 2020)
OECD- Organization for Economic Co-operation and Development
• 96% of 15-year old students have a quiet place to study
available outside of school premises. Above the OECD average
of 94%.
• Less than 6% of 15 year old students do not have accessto
the internet. There is not a big gap between advantaged and
disadvantaged schools as that number rises to 7% in
disadvantaged schools.

17. Readiness for distance learning
(Reimers & Schleicher, 2020)
• Around 50% of students are enrolled in schools that have
teacher who have high capacity and preparedness to use
technology for teaching. This percentage rises up to 60% in
more advantaged schools.
• %45 of 15-year students are enrolled in schools where
professional resources for teachers on how to integrate using
digital devices into the teaching and learning process are
available.

18. Readiness for distance learning
(Reimers & Schleicher, 2020)
• 45% the students enrolled in schools that offer incentives for
using technology in education.
• 43% of students are enrolled in schools that have sufficient
qualified technical assistant staff which is less than an OECD
average of 61%.
• (44%) of students are enrolled in schools where an effective
online learning support platform is available, which is also less than
an OECD average 60%.

19. Most Challenging Issues During the Crisis
(Reimers & Schleicher, 2020)
• 62.7% for ensuring the continuity of academic learningfor
students.
• 61.2% for supporting the students who lack skillsfor
independent study.
• 29.6% for ensuring the distribution of food tostudents

20. A Proposed Contingency Plan
1. Forming an education emergency
committee.
2. Carrying out an assessment of the
skills and knowledge that have been
covered.
3. Having a unified set of goals.
4. Setting up a technical support
system.
5. Providing guidelines,
instructions, and a set of
resources.
6. Establishing a learning assessment
criteria and best practices.
7. Setting up a system of continuous
evaluation and ongoing needs- based
changes.
8. Holding training workshops and
professional development seminars.
9. Equipping educational specialists on
how to deal with students' emotional
needs.

21. Recommendations

22. Advantages of remote classes
1. A cost-effective learning environment
2. Flexible timing and scheduling
3. Students can take up courses from any device, and any location.
4. For corporate training, you don’t have to pay for room rents
for teaching. Also, you don’t have to pay for their conveyance.
5. With better communication, direct feedback from teachers.
6. Real-time supervision.
7. Create a technologically advanced image of your institute.

23. Corona virus to accelerate eLearning
You can keep all data and information in one place and
don’t have to fear their loss or any kind of security
breach.
A cloud-based learning scope is a natural fit for remote
learning endeavours.

24. E-Learning to add normalcy to
education
This pandemic has brought a halt in the traditional teaching
methods and also direct us to look for another option that can
help with ongoing education even when one approach may
fail.
eLearning comes with much scope and ease to make
education be carried out with convenience.

25. Corona virus integrates technology
with education
• This pandemic has affected many verticals, also the academic
sector.
• Though everyone cannot afford to get every infrastructure
right away, yet this is a new hope.
• COVID 19 has integrated technology and innovations into
the educational ecosystem.

26. Experts say that India alone can witness a 50% rise in
students in the coming decade is online education gets
merged with the conventional teaching approach. Scopes
are being provided by the government and new schemes are
being carried out to help everyone across this sector.
Have an educational institute or plan to carry out corporate
training?
If you need assistance with learning management tools, feel
free to contact us.

27. • In response to significant demand, many online learning
platforms are offering free access to their services, including
platforms like BYJU’S, a Bangalore-based educational
technology and online tutoring firm founded in 2011, which is
now the world’s most highly valued edtech company.
• Since announcing free live classes on its Think and Learn app,
BYJU’s has seen a 200% increase in the number of new students
using its product, according to Mrinal Mohit, the company's
Chief Operating Officer.
DISCUSSION

28. Positive impact of COVID-19 on education
• Move towards Blended Learning
• Rise in use of Learning Management Systems
• Enhance the use of soft copy of learning material
• Improvement in collaborative work
• Rise in online meetings
• Enhanced Digital Literacy
• Improved the use of electronic media for sharing information
• World wide exposure
• Better time management
• Demand for Open and Distance Learning (ODL)

29. Negative impact of COVID-19 on education
• Educational activity hampered
• Impact on employment
• Unprepared teachers/students for online education
• Reduced global employment opportunity
• Increased responsibility of parents to educate their wards
• Loss of nutrition due to school closure
• Access to digital world
• Access to global education
• Payment of Schools, Colleges fee got delayed

30. Suggestions
• India should develop creative strategies to ensure that all children must have sustainable access
to learning during pandemic COVID-19. The Indian policies must include various
individuals from diverse backgrounds including remote regions, marginalised and
minority groups for effective delivery.
• Immediate measures are required to lessen the effects of the pandemic on job offers,
internship programs, and research projects.
• Govt and educational institutes should plan to continue the educational activities maintaining
social distancing. 30-40% students and teachers may attend schools/colleges in two shifts per
day to carry on educational activities by obeying guidelines for COVID-19.

31. Suggestions Contd….
• Many online learning platforms offer multiple programmes on the same subjects with
different levels of certifications, methodology and assessment parameters. So, the quality of
programmes may differ across different online learning platforms. Therefore,
establishment of quality assurance mechanisms and quality benchmark for online learning
programmes must be developed and offered by Higher Education Institutions (HEIs) in
India keeping in view of rapid growth of the online learning platforms
• At current times, access to technology and internet is an urgent requirement. So, the digital
capabilities and the required infrastructure must reach to the remotest and poorest
communities to facilitate the students to continue their education during the pandemics. There
is a need to deploy public funds to fix the internet gap and ensure that students continue
to learn digitally. The state governments/private organisations should come up with ideas to
address this issue of digital education

32. • As the rising incomes and affordable air travel continue to hasten
the movement of hundreds of millions of people (and viruses)
around the world more quickly than ever before, we will most
likely see many more future outbreaks of disease that threaten
and disruptive normal life.
• Students and education systems will unfortunately be on the front
line of many such outbreaks, and it is in such circumstances
that the usefulness, and potential transformative power, of
ICTs in the teaching and learning process will be put to their
real test.
CONCLUSION

33. Thank You
and Keep Learning!
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