Impact of online teaching during covid-19 on education in rural areas of India

The paper aims to analyse impact of online teaching in rural areas of India based on experiences of the Covid-19 pandemic. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with experts from different sectors was carried out. In the second step, both the data and the statements of opinion from secondary online sources, including web articles, statistical data and legislation, were analysed. Though Government of India has taken several online teaching initiatives, several technological, pedagogical and social challenges exists in rural areas of India. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence. The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. The open challenges emerging from this health crisis may prove crucial in improving the capability to provide effective online learning, in evolving educational models to overcome inequalities and isolation in emergencies and in preventing social exclusion. Policymakers, enterprises, experts, schools, students and families should collaborate closely to develop accessible and smart learning environments, educational resources and tools additionally able to maintain the sociality, inclusiveness and accessibility of education across India.