Daily Times

The 2019-20 coronavirus pandemic is producing widespread socio-economic impacts in almost all spheres of life throughout the globe. This deadly disease has so far affected more than 1.6 million people and caused about 97,000 deaths in almost all countries of the world. In the absence of a vaccine and effective medicines, most of the countries are following the strategy of “lockdown” in an effort to quarantine and isolate their citizens. The lockdown has, no doubt, helped prevent a wild expansion of the disease but it’s far-reaching consequences are already being realised.

Education was one of the very first sectors to be affected by this lockdown. All types of educational institutes have been closed and educational activities are almost at a standstill position. According to the UN Educational, Scientific and Cultural Organisation(UNESCO), as of April 10, 2020, the nationwide closure has impacted 1.58 billion learners (91 per cent of world’s students) at primary, secondary and tertiary levels in 188 countries of the world.

In Pakistan, the nationwide closure of the universities was announced during the second week of March although in Sindh, the closure was a bit earlier. Initially, the closure was for two weeks but now it has been extended till May 31, 2020. The timing of this closure is very crucial as far as teaching and research activities are concerned. The educational session in most of the universities was in the middle and final year’s post-graduate students were finalising their research.

Practical work, for most of the science subjects, would remain a challenge for the online learning system

Realising the gravity of the issue and in an attempt to save students from educational losses, the Higher Education Commission (HEC) urged the universities to initiate online classes. Most universities have been provided with an online portal called Learning Management System (LMS) and many faculty members are using it to upload teaching materials and assignments; mark attendance and submit exam results, etc. However, this system is not designed to switch all teaching activities from traditional to an online arrangement.

Along with the LMS, many teachers are using other platforms, such as WhatsApp, Zoom, YouTube and Google Classroom. However, not all students have personal computers and internet connections in their homes and those who do may not afford expensive internet packages. Similarly, faculty members have many reservations regarding online teaching, particularly for science subjects where theory is supported with practical work.

The element of “social justice” has to be considered while making any policy. The internet is still a luxury for many households, particularly for lower and middle-class families while students are also not able to quickly adjust towards online teaching. The problem is particularly grave for students living in marginal rural areas, Gilgit-Baltistan, Balochistan and AJK. Consequently, there has been much hue and cry in social media during the past two weeks, using hashtags #WeRejectOnlineClasses, #HEC_StopOnlineClasses and #StopOnlineClasses etc., which remained top twitter trends in Pakistan. Major concerns of students are poor internet connectivity, costly internet packages, lack of gadgets, poor quality of lectures, absence of practical work and difficulty in comprehending online content, particularly in mathematics and similar subjects.

The HEC quickly responded to the students’ concerns through social media with the caption, “Dear students, we ARE listening,” and admitted that “online system is far from perfect.”

The HEC has asked the universities to address the issues of students and advised those universities, which do not have a functional online system to stop online teaching. Similarly, on the direction of the HEC, some universities are also arranging training for their faculty members.

In a TV interview, HEC Chairman, Dr Tariq Banuri, also promised to address most of the issues. The HEC is also trying to convince mobile-phone companies for cheaper internet bundles for students.

Indeed, these are unprecedented times and we are all in an emergency situation. No one has either foreseen the pandemic or is prepared for a lockdown. Nevertheless, some measures can be taken to make a win-win situation for all stakeholders.

The LMS is a good system but it is not ideal. Integration of some other reliable applications would provide a good learning platform. The main problems are a lack of capacity of some faculty members and the affordability of the internet by the students. Almost all mobile phone companies are providing very cheap social media bundles (WhatsApp and Facebook) and some companies are even offering free Facebook. Many students have personal computers and laptops but many don’t own laptops. However, smartphones are everywhere. Although it is difficult to read documents and other learning resources on mobile phones, something is better than nothing.

The LMS should be adapted into a mobile-friendly application by adding some interactive features. Cellular companies may be asked to offer free-of-cost bundles (or with a minimal cost) for students and teachers regarding the LMS or any similar resource as a part of their Corporate Social Responsibility (CSR) programs.

In the lockdown situation, it is not possible to give training to the teachers in physical form but online training is an alternative option. It has also been observed that most teachers are arranging online classes as per their normal time table (mostly 9 am to 1 pm).

This has put a heavy load on the LMS and affects internet speed. Teachers should observe flexible teaching hours in consultation with their students and heads of the departments.

Practical work, for most of the science subjects, would remain a challenge for the online learning system. Teachers can explain and demonstrate the practicals by using audio-video resources, but students’ physical performance in practicals (for example handling of equipment) will not be possible. One can hope that the situation gets normal after May 31, 2020, and then, quick practical classes can be arranged in the universities.

Students who are conducting their MSc or PhD research in laboratories should be allowed to work under the vigilant guidance of their supervisors. Such students are not large in number as compared to undergraduate students and can be allowed to stay in hostels by observing the principles of social distancing. However, if the lockdown situation becomes worse in the coming weeks, they should be allowed to revise their synopses (research proposals) in line with the work they have already done or what they can do in minimum time after the lockdown.

The online teaching system is being effectively used in technologically developed countries during COVID-19 lockdown but it cannot be fully followed in Pakistan. We have our own problems, and we have to find local solution keeping in view the socio-economic conditions of students and faculty.

The writer is an Associate Professor at the University of Agriculture, Faisalabad