Research Based Learning-I

AREA– “Online teaching skills and competencies during

COVID -”

Review Write-up
for
RBL-1

Submitted by Ayush Maurya, Aniket Singh, Shruti Khandelwal

Department- MANAGEMENT
Sharda School of Business Studies

Faculty Mentor/Guide
NAME- Ankit Raj Singh

SHARDA UNIVERSITY, GREATER NOIDA-201306

INDIA

Session: August 2022-23

 Declaration

This is to certify that I have downloaded 15 research papers from recent indexed journals and the
review summary entitled “Online teaching skills and competencies during COVID -” has been
prepared by me. The report is based on the research publications downloaded and reviewed during
the Session.

Signature of the candidate

Name: Ayush Maurya, Aniket Singh, Shruti Khandelwal
 Acknowledgement

To list who all have helped me is difficult because they are so numerous and the depth is so enormous.

I would like to acknowledge the following as being idealistic channels and fresh
dimensions in thecompletion of this project.

I take this opportunity to thank the Sharda University for giving me chance to do this project.

I would like to thank my Subject Coordinator for providing the necessary facilitiesrequired
for completion of this project.

I take this opportunity to thank our Coordinator sir Ankit Raj Singh, for his moral support and guidance.

I would like to thank my College Library, for having provided various reference books and
magazinesrelated to my project.

Lastly, I would like to thank each and every person who directly or indirectly helped me in the
completion ofthe project especially my Parents and Peers who supported me throughout my project.
 Preface

Before you lie the master thesis “Online teaching skills and competencies during COVID.” It has been
written to fulfill the post-graduation requirements of the RBL program at the University of Sharda in Greater
Noida, India. I was engaged in researching and writing this thesis from January 2023.

I noticed during my previous studies that I avoided stepping outside my comfort zone. This year I wanted to
approach the thesis differently, by choosing a subject which required skills I did not yet have. I have worked
with unfamiliar computer clusters, operating systems and FTP applications. I have also gained more
experience with programs I was already familiar with. Also, I have learned that struggling is part of the process.
Therefore, this thesis has taught me valuable lessons both professionally and personally.

I would like to thank my supervisor, Ankit Raj Singh, for the excellent guidance and support during the process.
I deliberately chose you to be my supervisor, because I knew you would provide me with challenges. This has
maximized the learning opportunities, for which I am grateful. I would like to thank the research lab at the
department for providing me with scripts to align, analyze, and transform my data.

Finally, I want to thank my family and friends for being there for me. I would also like to thank you, my reader:
I hope you enjoy your reading.

January 13, 2023

 List of Content

1. List of Research Papers

2. Introduction to topic

3. Summary of research papers

4. Gap identification

5. References
 List of Research Papers

The impact of online learning during COVID-19: students' and

[PDF]
teachers' perspective
D Nambiar - The International Journal of Indian Psychology, 2020 - researchgate.net

How many ways can we define online learning? A systematic

literature review of definitions of online learning
V Singh, A Thurman - American Journal of Distance Education, 2019 - Taylor & Francis

A literature review: efficacy of online learning courses for

higher education institution using meta-analysis
MDB Castro, GM Tumibay - Education and Information Technologies, 2021 - Springer

Efficiency of flipped classroom with online-based teaching under

COVID-19
…, DM Oudat, M Aldhaeebi, E Bamanger - Interactive Learning …, 2020 - Taylor & Francis

The Challenges of online learning during the COVID-19 pandemic: An

essay analysis of performing arts education students
RM Simamora - Studies in Learning and Teaching, 2020 - scie-journal.com

Are we prepared enough? A case study of challenges in online

[PDF]
learning in a private higher learning institution during the Covid-19
outbreaks
BN Yusuf, J Ahmad - Advances in Social Sciences Research …, 2020 - researchgate.net

Online teaching-learning during covid-19 pandemic: students'

[PDF]
perspective
N Hasan, NH Khan - … of Distance Education and e-Learning, 2020 - researchgate.net

Online learning to prevent the spread of pandemic corona virus in

Indonesia
H Yulia - ETERNAL (English Teaching Journal), 2020 - 103.98.176.9

Online education in the post-COVID era

BB Lockee - Nature Electronics, 2021 - nature.com

Online learning and emergency remote teaching: Opportunities and

challenges in emergency situations
F Ferri, P Grifoni, T Guzzo - Societies, 2020 - mdpi.com
1. Introduction to topic

Web based learning and classes are progressively turning out to be essential for the school system
around the world. Online channel has made instruction helpful and effectively available by
everyone. Schooling area in India has been a consistently developing substance.

India has been quite possibly of the biggest area on the planet with regards to advanced education.
However on the web and distance courses have been there from quite a while, presentation of the
internet based method of taking classes in contrast with the customary up close and personal study
hall approach in colleges and universities have been viewed as just over the most recent couple of
years in India.

With regards to the Indian school system, up close and personal homeroom approach has forever
been the most unmistakably utilized. Commonality and simplicity of involving disconnected
techniques and absence of prerequisite for online channels of showing has been the significant
obstructions for reception of online channels of training.

Nonetheless, directly following current Coronavirus pandemic circumstance conduction of online

classes at school and college level has been made compulsory by the instructive sheets. Coronavirus
has drawn out an uncommon change in the school system in India as well as rather the whole world.

Colleges across India as well as around the globe have moved to the virtual classes suspending
actual homerooms. Online training in India is at a beginning phase of advancement
2.Summary of research paper

2.1 Introduction
2.2 methodology used
2.3 findings
2.4 conclusion and limitations
 Introduction

With regards to the Indian instructive arrangement, online classes are a recently presented method of
educating and not something that has been a piece of ordinary classes. Exploring and breaking down how
online classes are being seen and experienced by understudies and resources across various schools and
colleges in India will assist instructive specialists with understanding and make changes to suit the
requirements of both, educators and understudies.

Thus, instructive foundations and the executives who might be the future deliverers of internet learning
need more comprehension of how understudies as well as instructors see and respond to online classes as a
learning mode to apply these methodologies most really.

One more significant thing saw in the survey of past examinations was that while assessing on the web
method of schooling, understudy's viewpoint has been given significance and thought about over educator's
point of view. Educator's point of view is similarly significant since, in such a case that they as supplier of
training are not fulfilled and find the web-based mode unsuitable then the instructive base itself becomes
more vulnerable.

This new presentation of online classes has been similarly trying for educators, who are additionally
attempting to realize this new way or philosophy of instructing. Accordingly, the meaning of this
examination lies on investigating the Educators and understudies' discernment toward online classes in
contrast with up close and personal classes.

The review zeroed in on educators and understudies from schools and colleges in Bangalore city. Bangalore
being the innovation center point could reveal insight into how the web-based classes are seen.

Consequently, the accompanying article portrays the consequences of the overview which was finished to
comprehend how well this new technique is being taken by the two educators and understudies, what are
the overall issues looked by them while taking web-based classes to help instructive teachers and facilitators
and school and college administrations to comprehend the changes that can be brought to make internet
showing more compelling so in future it tends to be coordinated alongside homeroom educating.

The reactions from this overview will assist with improving or upgrade online method of classes to give a
superior opportunity for growth to understudies and a superior showing experience for the instructors.
 Methodology

For this review, the creator framed two short overview's: one for the instructors and the other one for the
understudies. The review questions evaluated the overall discernment and experience of the two
understudies and educators about web-based classes. The educator overview had a cross-segment of 6
segment questions and 26 inquiries in regards to educator's discernment about taking web-based classes.
Out of the 26 inquiries 3 things were unconditional wherein the educators were approached to determine
what as per them were the positive and negative parts of web based instructing and what were the
applications normally utilized by them to take online classes.

The understudies overview comprised of 6 segment questions and 19 inquiries with respect to understudy's
insight about internet based classes. Two inquiries that could go either way in regards to the positive and
negative perspectives about web-based classes were kept.

Reaction decisions comprised of pre-characterized choices of concur, differ and nonpartisan. The motivation
behind the review was not to gather psychometric information and hence the study didn't utilize approved
psychometric apparatuses. Because of the ongoing Coronavirus circumstance, the study was directed
internet utilizing google structures. The structure was made accessible internet based on 2 nd May'20 for
quite some time. Instructors and understudies from Bangalore schools and colleges which were leading
internet based classes were drawn nearer and requested to finish the overview.

A sum of 76 educators and 412 understudies took part in the review. For the instructor's study 70 educators
finished the whole overview for example 92.1% of the absolute example, though for the understudies 407 of
them finished the whole study for example 98.7% of the complete example. Consequently the information
of just 70 instructors and 407 understudies were considered for the examination. No motivations were
presented for answering the review. The insights concerning the study was imparted to the respondents.
Consummation of the review was taken as a type of agree to partake.

Information examination The fundamental motivation behind the review was to accumulate evaluative
criticism from college understudies and workforce on their experience about web-based method of
educating. An enlightening methodology for information investigation was thought of. Reactions to the
unassuming inquiries were interpreted, coded, and classified inside each inquiry to decide comparable
responses. Redundant substance of reactions was recognized. At long last, recurrence counts of regularly
happening reactions were classified and changed over completely to rates for revealing. The part beneath
portrays the nitty gritty discoveries of the review.
 Findings

The review was finished to get a comprehension of the experience and view of instructors and understudies
about the as of late presented internet-based method of educating. The review results are separated into
two segments, specifically, view of educators and impression of understudies about web-based classes. The
outcomes for both are examined independently. Instructors’ discernment about web-based classes The
educators overview had things evaluating three aspects: online v/s homeroom mode, individual elements
and understudies' component during on the web classes. The aftereffects of the overview showed that
86.9% of the educators announced that they favored homeroom showing strategy more than web based
instructing mode. 11.8% favored web-based classes.

Table 3: Survey items on teachers’ perception of online classes

Online v/s classroom teaching mode

Online classes are more Agree 32.9%
effective than classroom Disagree 53.9%
mode
Online classes are more Agree 46%
convenient than classroom
Disagree 22.3%
method
There is lack of teacher- Agree 76.3%
student interaction in online
Disagree 10.5%
classes
It is difficult to engage Agree 56.5%
students in online classes Disagree 22.4%
Online classes are fun and Agree 13.1%
interactive than classroom
Disagree 72.3%
method
Teacher- students Agree 17.1%
disconnect is felt low in
online classes compared to Disagree 65.8%
classroom method
Online classes are not safe Agree 39.4%
and secure method Disagree 31.6%
Difficult to keep classes for Agree 71.1%
longer duration during
Disagree 17.1%
online classes
It is difficult to control Agree 76.4%
group interaction during
Disagree 15.8%
online classes
Online classes help me to Agree 50%
 Online v/s classroom teaching mode
use innovative teaching Disagree 25%
methods
Technical issues effect the Agree 90.8%
flow and pace of online
Disagree 3.9%
classes
Personal factors in online teaching
Lack of computer skills Agree 32.9%
makes it difficult for me to
use the online teaching Disagree 43.5 %
method effectively
There is lack of work Agree 63.1%
satisfaction while taking
Disagree 21.1%
online classes
Online classes make me Agree 34.2%
conscious about my
Disagree 32.9%
teaching skills
I feel lack of motivation to Agree 42.1%
take online classes
Disagree 35.5%
I get easily distracted during Agree 27%
online classes Disagree 47.3%
Online classes trigger Agree 31.6%
anxiety in me Disagree 50%
I feel my skills as a teacher Agree 38.2%
has improved through
Disagree 26.3%
online teaching method

I am finding it difficult to Agree 32.9%

adapt to the online teaching Disagree 43.4%
mode
Online teaching has boosted Agree 42.1%
my confidence as a teacher Disagree 22.4%
Student factors in online classes
Students do not take online Agree 76.3%
classes seriously Disagree 10.5%
Students make lot more Agree 78.9%
excuse for not attending
online classes and the
Disagree 6.6%
reliability of it cannot be
assessed
Students show lack of Agree 75%
interest and involvement
Disagree 13.1%
during online classes

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 Conclusion

Higher education in India is currently restricted by lack of clarity when it comes to regulating online
channels of education. Teachers and students' comfort with online class design, structure, level of
interaction between students and faculty, the quality and amount of class content, technical support,
and overall experience with online class delivery impact the overall teaching and learning experience
and determines the ultimate success or failure of online mode of education.

Thus, awareness needs to be increased focusing on the convenience and accessibility aspect in order to
increase the adoption of online channels by students and teachers. Frustration with class structure and
design may translate into a poor learning outcome for students. Improving the quality of online classes
with the help of various service providers, along with support from different colleges and universities
can help in making online mode of education more effective and easily acceptable all over India.

The concerns suggested by teachers and students point towards the fact that more research and study
should be conducted to provide more detailed information for changes to occur within design and
methodology of online classes. Establishing a structured and user-friendly environment for online mode
of education, one that is accessible for all without putting financial burden on students and teachers
should be the main criteria in the minds of college and university management while promoting online
education.

Also, the need for providing adequate technological training to teachers about method of conducting
online classes should be prioritized as it is found to be a pre-requisite for successful online class
implementation. Although the sample size is small to generalize to the larger online higher education
population, the information can throw light on the general issues faced by teachers and students during
online classes.

Online mode of higher education is still in the early stage of development in India, therefore having
clarity about the problems experienced and the expectations of students and teachers will help to plan
out effective and structured strategies for taking online classes.

It is important to note that the survey showed agreement between faculty and student perceptions of
online mode of teaching. The opinion of both were reflective and supportive of one another.

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 References

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face-to- face learning and social media in hospitality, recreation and tourism
Journal ofOnline Learning and Teaching 7(1) pp 1-16
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Research in Higher Education. vol. 32
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• Tratnik A 2017 Student satisfaction with an online and a face-to-face Business
English course in a higher education context Journal Innovations in Education and
Teaching International 15(1) pp. 1-10

• Yang, Y., & Cornelius, L. F. (2004). Students' perceptions towards the quality of
online education: A qualitative approach. Association for Educational
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• Young, A. & Norgard, C. (2006). Assessing the quality of online courses from the
students' perspective. Internet and Higher Education, 9(2), 107-115. Elsevier Ltd.

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