The change in teaching-learning method brought in by the

Pandemic COVID-19: The response to it and how it is going.

The change in teaching-learning method brought in by the

Pandemic COVID-19: The response to it and how it is going.

Neha Singh
Department of Information Technology
2nd Year B.Tech.
Roll No.-03
Enrolment number: 12021002004001
Email: nehathesingh1318@gmail.com

Under the guidance of

PROF. SHREYASI DATTA

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

PREFACE
Dear Reader,
I am writing this report as a part of my course assessment for the
subject Technical Report Writing for the session 2022-23. The
purpose of this report is to throw light on the after-effects on
education brought in by the pandemic: COVID-19.
It focuses on the advantages of the technologies in the field of
education and the ease that it has brought to the teaching-
learning process. At the same time, it also talks about the harm
that the pandemic has done to education across the globe.
I would also like to thank our faculty for providing us with this
opportunity to explore this topic and get knowledge as well.
The whole report is divided into:
1. Introduction
2. Methodology
3. Changes we want
4. Findings and discussions
5. Conclusion

Yours sincerely
Neha Singh
Department of Information Technology, IEM
B.Tech.- 2nd Year

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

LETTER OF TRANSMITTAL

Prof. Shreyasi Dutta, Prof.Avipsita Chatterjee

Department of Information Technology
Institute of Engineering and Management, Kolkata

Date: 01.11.2022

Respected Sir/Ma’am,
This report The change in teaching-learning method brought in by
the Pandemic COVID-19: The response to it and how it is going.
focuses on and discusses the changes that have been brought
about in the field of education: teaching and learning
mechanisms due to the deadly COVID-19 pandemic. It
highlights the pros and cons of the new common Online mode
of education and knowledge transmission.
I extend my heartfelt gratitude and thanks to you for your
constant support and guidance.
Lastly, I would be thankful again if you please give your judicious
advice on effort.

Yours sincerely,
Neha Singh (IT-03)
Department of Information Technology

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

ACKNOWLEDGEMENT

I would like to express my gratitude to our professors: Shreyasi

ma’am and Avipsita ma’am of the TRW department for
providing me with this opportunity to work on this report as a
part of our curriculum. They were always there to provide us
with help and guidance.

Many people, especially my classmates have made valuable

comments and suggestions on my paper which gave me the
inspiration to improve the quality of the assignment.

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

TABLE OF CONTENTS

SERIAL No. TOPIC PAGE No.

1. List of Illustrations 6

2. Abstract 7

3. Introduction 8-9

4. Methodology 10

5. Findings and Discussions 11-13

6. Conclusion 13-14

7. Recommendations 14

8. Appendices 15

9. References and 15
Bibliography

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

1. LIST OF ILLUSTRATIONS
Table 1: List of Participants Page:13

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

2. ABSTRACT
This paper negotiates on the very topic that how the education
system has drastically taken a turn in the last two years amidst
the Pandemic which upsurged in 2020. There have been certain
modifications and developments in the field of education that
are highly appreciated and have made the teaching and learning
process better and more efficient. There have certain practices or
habits developed among the students as well as the teachers and
education-related departments that either need to be carried on
and continued with or need to be dealt with seriously . In this
paper, we argue that the pandemic has created a unique
opportunity for educational changes that have been proposed
before COVID-19 but were never fully realized. We identify three
big changes that education should make post COVID:
curriculum that is developmental, personalized, and evolving;
pedagogy that is student-centred, inquiry-based, authentic, and
purposeful; and delivery of instruction that capitalizes on the
strengths of both synchronous and asynchronous learning.

Keywords: Education system, Pandemic, Curriculum, Pedagogy,

Synchronous and asynchronous learning

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

3. INTRODUCTION
We all understand and realize the very importance and dominance of
education in the lives of individuals.The entire world’s development :
economically, educationally, technologically and in every field or aspect
vitally depends on the education system. With the Pandemic hitting
us within the year 2019 we witnessed an unexpected and unacceptable
setback within the various sectors around the world. When the offices
were all done sitting back reception, the classes of youngsters couldn't be
hampered too. it's been ever since then that we've witnessed the
prevalence and dominance of the role of Technology in almost every field
ever since the pandemic struck. The impact of COVID-19 on education is
both unprecedented and widespread in education history, impacting
nearly every student in the world. Through television and radio, the net,
or traditional postal offices, schools shifted to show students in
very alternative ways and in every possible way. no matter the outcomes,
remote learning became the factual method of education provision for
varying periods. Educators proactively responded and showed great
support for the shifts in lesson delivery. Thus, it's clear and
usually accepted that “this crisis has stimulated innovation within the
education sector” (United Nations 2020). However, the changes or
developments within the very kind of innovation that the planet has
undergone within the field of education aren't essentially the changes that
the education system really wants or aims to realize. By and huge, the
changes were actually made to deal with them immediately and
responsively so the studies of the scholars aren't hampered. it absolutely
was a chance amidst such adversity to think about education in a different
way and invent different creative ways to stay the scholars involved and
busy at their homes while still learning the whole stuff that they
might preferably be learning and acquiring in school. However, on a
bigger scale and on an extended term this practice can not
be satisfactorily considered substantial.

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

The COVID-19 pandemic has been a possible opportunity for real changes

in several ways. First, the pandemic was global and affected virtually all
schools. As such, it provides the chance for educators and kids to
return together to rethink the education we really want as against the
inflexible and outdated model that we are likely to feverishly hold tight.
Second, educators across the globe demonstrated that they
may collectively change. The pandemic forced the closure of faculties,
leaving teachers, children, and adults to hold out education in entirely
different situations. Governments, education systems, and schools offered
remote learning and teaching without much preparation, planning, and in
some cases, digital experience (Kamanetz 2020; Sun et al. 2020). Third,
when schools were closed, most of the normal regulations and exams that
govern schools were also lifted or minimally implemented. Traditional
accountability examinations and lots of high-stakesakes tests were
canceled. Education was given the space to rapidly adapt to the prevailing
circumstances. it's our hope that as we transition out of the COVID-19
pandemic and into an uncertain future that we are able to truly reimagine
education. In light of this rare opportunity, we wish to urge scholars,
policymakers, and educators to possess the courage to form bold changes
beyond simply changing instructional delivery. The changes that we
advocate in this paper don't seem to be new but they never managed to
achieve traction within the pre-COVID-19 educational landscape.
Our most up-to-date experience, however, has exacerbated the
requirement for us to rethink what's necessary, desirable, and even
possible for future generations.

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

4. METHODOLOGY

This study will be described as a narrative qualitative case study. It

explores the non-public experience and opinions of teachers on the
teaching metamorphosis during the pandemic.
1.How does the suspension of faculty thanks to COVID-19 and also
the shift to synchronous teaching influence teaching- learning
process?
2. What kind of learning opportunities did teachers get with the
suspension of studies due to COVID-19 and the move to online
platforms?

Technology provides innovative and resilient solutions in times of crisis to

combat disruption and helps people to speak and even work virtually
without the necessity for face-to-face interaction. Platforms like Zoom ,
Google meet, and Teams have helped immensely. Google forms and such
alternatives have helped immensely. Various activities are made possible
to be conducted even in virtual mode. It required the knowledge of the
use of technology at its best, which entailed gaining information in every
such aspect to continue the teaching-learning process without hampering
the studies.

CHANGES WE WANT
We have seen both educators and learners gain knowledge within
the field of technology, be it attending the classes on
platforms like Zoom , Google meet , MS Teams ,etc. or through creating
online tests and assignments and every one. This shift from their
pedagogical activities to technological literacy influenced their
practices .It has also been a crisis – driven opportunity to push for
significant shifts like , from curriculum to pedagogy , from teacher to
learner , from learning to assessment , and from location to time and
every one these can and may radically transform.

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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

5. FINDINGS AND DISCUSSIONS

1. The institutional challenges

a. Technology literacy

Teaching online requires a distinct mindset and pedagogy. thanks

to such target face-to-face, teachers like Muhammed, a senior member in
the department of an establishment at Saudi Arabia, faced difficulties
adjusting to online teaching. The hesitation wasn't because some teachers
were unwilling to regulate to online teaching but because they were not
previously subjected to such demands. Furthermore, it emphasizes the
importance of exposing all teachers in pedagogy to online teaching
platforms and making it a part of their teaching practices and training.

b. Technology infrastructure

The adequacy of technological infrastructures which include the

provision of computers and associated devices (e.g. microphones , camera
setup , reliable internet connection, etc.) is significant for delivering
Online Education.
The availability of such resources often encourages teachers to rethink
their teaching beliefs, keep abreast of the continually changing nature of
education, propels them to interact with technology, and maybe utilize it
in some teaching aspects. Thus, it had been not surprising that
technological reliability was commonly referenced within the teachers’
narrative when asked to shift their pedagogical activities online. Many
participants used the dearth of technological infrastructure as a
rationale for his or her reluctance to use online platforms.
The lack of initial pedagogical and technical support made the teachers
feel as if they were battling the crisis alone and shed light on the
importance of IT support staff and the educational technologists when a
change is introduced. This crisis has proven that both the IT support
staff and also the educational
technologists, as a part of the institutional jigsaw, have an important role

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 The change in teaching-learning method brought in by the
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in creating a safe pedagogical space through which teachers can negotiate

their academic positions.

2. The individual challenges:

The second biggest challenge was when the teachers were asked to
totally adapt their pedagogical activities to E-education , acting as agents
of change. This section discusses the importance of mindset shift and
therefore the space allowed to teachers to rethink their academic
positions concerning online education.

a. Mindset shift
The initial days of school suspension truly tested teachers’ pedagogical
assumptions. It unsettled some and made others question their teaching
assumptions, seeking ways to regulate their instructional tools and
academic positions. Shifting mindsets is probably teachers’ main
challenge to produce and deliver online components.

b.  An area  for negotiating assumptions:

Despite, the initial panic and havoc across the planet , the
scepticism , and also the uncertainty the positives in future , the crisis
seems to own created a learning community among the participants as a
secure space to barter their pedagogical assumptions. Such an area helps
“to reduce online transactional distance; the foreseen harms of isolation
and alienation; and lack of motivation for college kids to study within
the online component” (Rasheed et al., 2020: 10). Martin et al. (2019:42)
argue that such instructional support helps because it “is an important
ingredient to grasp the phenomenon of effective online learning fully” and
supply the needed technical support. Thus the collaboration and
education community helped the teachers and also the
scholars to address the pressure of learning new skills synchronous with
online teaching and learning process. Technologically skilled teachers
volunteered to show their colleagues to navigate the net platforms ,
develop online components like study materials , assignments and
exams .The following narrative of Alicia, a female instructor,
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 The change in teaching-learning method brought in by the
Pandemic COVID-19: The response to it and how it is going.

demonstrates an example of how people were sharing experience and

trying to assist their colleagues: “Based on my experience, Zoom is more
stable than Blackboard Collaborates Ultra; it may be downloaded on any
device easily. However, the sole drawback is that the duration of the
recording. I’ve got been showing my colleagues a way to use it and
recorded YouTube videos to clarify it.” However ,changing deep-rooted
practices and pedagogical assumptions isn't always a simple nut to crack .
The panic associated with performing besieged , negotiating assumptions
about teaching , and learning new skills were immense , there have
teachers for whom the whole shift was how lot tougher as compared to
others , but they need coped well and adapted their teaching to beat the
challenges. The suspension of face-to-face teaching -learning process has
made many of the institutions within the entire globe rethink the
importance of such online pedagogical activities and therefore
the importance of coaching the educators and students to adapt to new
philosophies.

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 The change in teaching-learning method brought in by the
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6. CONCLUSION

COVID-19 may well be a plague that has hit the world hard and led to a

paradigm shift altogether aspects of life, including education. Since the
beginning of this epidemic, education has changed from the
conventional face-to-face classroom to online platforms worldwide. The
shift to the net mode impacted education system immensely . The way the
teachers treated matters and requirements of change within a
short period of some time actually marked the change. As we have
got already began to travel to the traditional way of education: back
to high school and colleges , we are going to understand and know it o.k.
that also we get the house assignments in Google classroom, we still do
the payment of our tuition fees in online mode, almost every information
is conveyed through email or WhatsApp groups. The usefulness of
technology still exists and it will still stay there . However its important
that we are attentive to it soon that there are habits or practices we have
got indulged ourselves during this are inappropriate and not
ethical , which may include cheating during the web exams, just copying
and pasting the answers .This paper showcases the impact of online
education within the education system , what changes we'd prefer
to adapt and continue having , while at the identical time also getting
obviate what's inappropriate .Also, the findings of this paper offer
evidence for how change is negotiated , encouraged and managed
in teaching at larger . Lessons obtained from this paper transcends the
boundaries of upper education and inform different frameworks for
change. Although the sample size was limited and also the
information was single-source, the findings and so the conclusion help
enrich this work that appears at teachers' assumptions, organizational
policies, change and shift to online teaching. The study presents
additional evidence that shows how teachers’ practice changes when their
views change.

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 The change in teaching-learning method brought in by the
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7. RECOMMENDATIONS

 Higher education institutions must rethink their policies regarding

online education. Institutions should think about using digital
media for transmitting knowledge for the better: after evaluating
the pros and cons.

 Additionally, institutions must devise ways to intensify using online

learning, celebrate their best practices, and research its prospects
and challenges.

 Teachers' professional development training must emphasize

technology-related practice and integrate pedagogical training with
online. The training must combine pedagogical and content
knowledge with technology-related knowledge to connect teachers'
previous experience with the updated synchronous teaching.

8. APPENDICES

https://d.docs.live.net/1937a40da0b682c8/Desktop/
APPENDIX.pdf

9. BIBLIOGRAPHY
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 The change in teaching-learning method brought in by the
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Following are the references I took help from to complete the report:
https://www.researchgate.net/publication/351959785_Negotiating_p
edagogical_positions_in_higher_education_during_COVID-
19_pandemic_teacher's_narratives
https://www.sciencedirect.com/science/article/pii/S2405844021012615
https://www.insidehighered.com/digital-learning/blogs/learning-
innovation/teaching-and-learning-after-covid-19
Woodard, R. and Ellis, W. (2019). “Awful practices in online teaching – lessons from two
professors who teach online and have recently taken classes.”. SoTL Commons Conference.
95. https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2019/95 [accessed on
17th March 2020]

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