Chomal, Aanchal and Banerjee, Shilpi
(2021)
Teaching-learning when schools reopen : a diagnostic approach.
Learning Curve.
pp. 25-30.
ISSN 2582-1644
Abstract
Schools in India have been closed from March 2020.
Children have had no face-to-face interactions with
teachers or peers since then. In the past one-and-ahalf years, various models of online education have
been tried out. Studies conducted to estimate the
efficacy of these models revealed the vast inequities
and divides in access to technology and the internet
and the gross inadequacy of online mediums in
imparting any true learning. (UNICEF, 2020, Azim
Premji University, Myths of Online Education, 2020).
Practitioners and parents across the country have
raised concerns over the limitations of online medium
in providing personalised attention to children’s
academic and socio-emotional needs, which, in turn,
form the basis for any meaningful learning. It comes
as no surprise to us that the majority of school-going
children have not only not had any significant learning,
but they have also been engulfed in the scenario of
‘learning loss,’ or ‘academic regression’, which as
we understand it, is the phenomenon of forgetting
previously learned concepts.
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