Sustainable Development of E-Learning Ecosystems: Higher Education in India Post-COVID-19

The education system in India relies very substantially on the traditional system of teacher-centric, face to face learning for imparting education. The cessation of face to face teaching in the wake of COVID-19 pandemic has ushered a transformation in education systems with far ranging significance. Despite trials and chaos, the pandemic has inevitably catapulted our digital competencies and E-learning systems. However, the progressive transformation, development and integration to the new ELearning Ecosystem, must be cautiously balanced with the socio-economic reality of our nation. As efforts increasingly scale up towards the more urbane facade of education, we need prudence in building a more stable and sustainable structure which retains the worthy features of the traditional edifice. This research paper discusses the impact of the pandemic on Higher Education System in India and explores a sustainable Elearning environment.


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The Higher Education sector has been deeply impacted by the COVID-19 pandemic on a global scale. In India, the University Grants Commission (UGC) issued COVID-19 specific guidelines for Indian Higher Education institutions which lead to the temporarily closure of colleges. The cessation of face to face teaching as well as traditional modes of assessment and evaluation systems led to the disruption of the academic calendar and adversely impacted the education system.
The assessment of the impact further involves long term costs which different educational entities, institutions and the system are yet to ascertain, particularly in the absence of antecedent learning points to draw from and develop.
The pandemic has impacted the formative experience and behaviour pattern of young learners in an unprecedented manner. The situation which the World Economic Forum describes as the "world's greatest psychological experiment" deters the mind of young learners through manifestations of stress, anxiety, depression and insecurity.
However, with schools and colleges remaining closed, the pandemic catapulted the E-Learning mechanisms, all over the world. With the sudden spurt of E-Learning systems, a natural question remains: How much of this is going to stay? E-Learning paradigm has been a much debated and a rather overrated trend, which was in vogue much before the pandemic struck. As academicians debated the pro and cons of the emerging paradigm, the pandemic pushed it up with a jolt and triggered the penetration of E-Learning systems, as never before. In the wake of a heightened digital transformation, the Higher Education institutions in India increasingly need an evaluative SWOT analysis. The learning ecosystem which involves analysing the interplay of how different components interact within a learning environment needs a thorough assessment. The manner in which various stakeholders perform or adapt, can contribute to, or hinder the success of the learning ecosystem needs a systematic screening and evaluation.
The decisions regarding investments into digital infrastructures, based on predetermined criteria or intended results must be considered before deciding whether to allocate educational funds to support E-Learning rather than on conventional modes of learning. In the context of issues such as financial constraints, benchmark quality standards of courses, gross enrollment ratio, socio-economic profile of students and rapid technological development, the higher education institutions need to address the generation of knowledge and as learning providers. Is E-Learning a rational practice in the future? and if so, will it be sustainable in the Indian learning Eco-system? -are questions which need to be addressed.
The education system in India relies very substantially on the traditional system of teacher-centric, face to face learning for imparting education. The impediments to E-Learning can essentially be categorized into two board areas. The first concerns 'hardbarriers' involving factors such as infrastructure development, with respect to augmenting systems of E-Learning, particularly in the rural and semi-urban pockets.
The national statistical indices indicate that the Internet connections are highly skewed with 24.7 Crore or nearly two-thirds of the internet connections spread in cities.
(TRAI Performance Indicator Report, 2018). Though India has added internet connections at a fair pace, mostly through mobile data plans, it cannot be denied that a Thus, practitioners and academics must find new ways to make the most the rapid development in E-Learning, which accrues in the wake of the COVID 19 pandemic.
Systematic and holistic planning is needed for learning environment which is both equitable and sustainable. Though E-Learning has ripened considerably since its initiation, there are still several hurdles particularly blocking the path towards a successful implementing.