Online teaching effectiveness: Lessons from Indian universities during the Covid‐19 pandemic

Abstract

This research aims to study the effectiveness of online teaching, from student and faculty perspectives, during the Covid‐19 Pandemic in higher education institutions across India. Using the Student's Evaluation of Online Teaching Effectiveness (SEOTE) scale, a survey was conducted among 1042 students in different Indian universities. The scale measured student faculty contact (SFC), cooperation among students (CAS), active learning (AL), prompt feedback (PF), time on task (TT), high expectations (HE), and diverse talents and ways of learning (DTWL). The research instrument also included three open‐ended questions. The quantitative data were analyzed using descriptive statistics and Human Development Index (HDI). The Online Teaching Effectiveness Index (OTEI) value was moderate at 0.62. Challenging aspects of online education were found to be access, learning experience, technology, resources, and infrastructure, the need for face‐to‐face interaction, and the health hazards of long screen time. The survey of 60 faculty members recorded online teaching to be sustainable, backed by institute support, flexible, and creates the possibility of peer learning. Lack of training resources, unsuitability of course design and practical courses for online mode, and the need for an overhaul of pedagogy were the challenges. Policymakers and digital companies should include infrastructural changes and investments at both the institutional and digital platforms level.

Comparing University Students’ Performance in the Statistical Processing and Visualization of Laboratory Data before, during and after the COVID-19 Pandemic

“…The survival of the higher education system depends on its adaptability, resilience and sustainability [39]. The COVID-19 pandemic was both an opportunity and challenge for university education, as previously discussed by several authors [40][41][42][43][44]. Although online education provided multiple benefits for both students and teachers, including better time management and flexibility, the sudden shift to emergency online education caused a deterioration in communication skills [45].…”

Disentangling the relationships between talent management, organizational commitment and turnover intention: Evidence from higher educational institutions in India

“…As Mahajan et al. (2023) documented that lack of training resources and infrastructure were major problems faced by HEIs during the global pandemic. Talent management and talent development may help resolving the problems inflicted by global pandemic.…”

“…In HEIs, faculty need to exhibit talent engagement in the delivery of lectures and in conducting research. A recent study conducted on HEIs in India, survey from 1042 students and 60 faculty members revealed that lack of training resources and infrastructure were major problems faced during the global pandemic (Mahajan et al., 2023). To overcome these difficulties, it is necessary for the faculty to exhibit higher levels of talent engagement.…”

‘College choice’ under the COVID-19 pandemic: Sustainability of engineering campuses for future enrollments

“…This abrupt shift to online education, initially created various arguments including 'digital challengers' [263,265], 'continuing education further' [242,264,[266][267][268] and 'remodel in the midst of a crisis' [269]. As the online approach became widespread in the middle of 2020, it was critiqued for a number of reasons, including students' ability to focus, interest, motivation, quality, access, interactions, digital connectivity, and support system [28,[270][271][272][273][274][275][276][277][278][279] and many more. These were concerns for ECs, as EE was generally delivered through a integration of lectures, tutorials, laboratory practical, team work, and fieldwork [102,280].…”