LEC052010. ANNIE V.VERGHESE. Online Education: A Reinforcement of Inequality over Quality

 

ONLINE EDUCATION: A REINFORCEMENT OF

INEQUALITY OVER QUALITY

Online mode of learning has existed over the last decade but it catered to higher education programmes. But with the COVID-19 pandemic, the education systems around the globe have been redefined leading even the elementary level of schooling into online instruction. The virtual shift was done to ensure the continuation of education amidst the pandemic, but this obvious reason itself can be found to be at stake by evaluating issues like the digital divide that exacerbate the already existing educational disparity.

A major concern of policymakers, as mentioned above, was to assure that quality education was not hindered by the pandemic because of the closure of schools and colleges that was implemented as a part of the social distancing norm to prevent the spread of the virus. Stepping into the virtual space was an immediate and practical solution but after almost a year of online teaching and learning, there are several concerns to be looked into. The most serious issue is the inequality in this mode of education faced by students from lower socioeconomic status. The gap in the educational disparity widens because of their financial inability to procure the devices and facilities like television, mobile, PC, internet connection, etc. required for the digital mode.  

Access to basic learning infrastructures and facilities is a significant challenge for underprivileged communities in many low-income countries. For instance, rural people are largely disadvantaged accessing internet in most of the selected countries in the study (see Appendix A3). Online teaching in educational institutions in the current crisis period is sometimes seen as a panacea to solving learning problems. However, in absence of proper instruments for the poor and marginalized population, the learning gap will widen at an ever-increasing pace as some groups will have all the means to continue learning and others simply will not. (Hossain 5)

Another major concern of non-uniformity arises from the educational background of the students’ parents. First-generation learners are at a greater disadvantage through online learning as this mode requires some amount of help and effort from the parents’ side, especially at the school level. Parents who are uneducated or have lower educational qualifications are unable to support their wards.

Apart from literacy issues, time constraints due to the jobs of parents is also an affecting factor especially when both the parents are employed. Some parents, particularly those engaged in essential services like healthcare or administration, find it all the more difficult to spare their time and attention. The offline mode of learning required little input from the parents when compared to the online mode.

Disability is another pressing issue that is often forgotten by policymakers. Students with physical disabilities like visual or hearing impairment find it extremely difficult to keep up with this mode of learning. Also, students who are slow learners and need the aid of individual attention find it hard to cope up with the virtual mode. The teachers are unable to give personal attention online because it is not as efficient as the offline interaction.

Furthermore, the environment of studying is an essential factor and the uniformity that an educational institution provides cannot be expected through the virtual space of learning created from homes. Material aspects like the infrastructure and facilities of the house are not the only deciding conditions; an emotionally healthy atmosphere is also important. This online mode of education is not favourable for students from dysfunctional families.

All these problems compromise the quality of education and it is unfair how some students are placed in a disadvantageous position because of the virtual learning process. It is more likely for students who face the above-mentioned problems to miss online classes.

 

Another study by Lavy (2015) investigates the impact of differences in the number of hours of instructional time across countries using PISA data. For example, 15-year olds in France and Greece spend more than 1,000 hours per year in school compared to just 750 hours in England and Sweden. He finds that a one-hour increase per week of instruction in core subjects increases test scores by 0.06 of a standard deviation, and that the effects are even larger for children from lower SES backgrounds.

Although findings from this research are sparse, there is some evidence to suggest that lower SES children may be particularly impacted by school closures and the subsequent loss in instructional time that results. (Doyle 3)

This study clearly states how results are directly affected by the instructional time students get. So, it is crucial that the online mode of education to be conducive, equal instructional time for all the students has to be ensured. The inequality that hampers the beneficial aspects of this process of learning demands immediate attention.

WORKS CONSULTED

Doyle, Orla. “COVID-19: Exacerbating Educational Inequalities?” Public Policy (2020).

Hossain, Mobarak. “COVID-19: Online Learning Inequality in Four Developing Countries.” (2020).

Cai, Xiqian, et al. “Assessing Inequality in the School Closure Response to COVID-19.” Available at SSRN 3632103 (2020).

Sen, Ananya, and Catherine E. Tucker. “Social Distancing and School Closures: Documenting Disparity in Internet Access among School Children.” Available at SSRN 3572922 (2020).