In the last several decades, developing nations such as India and Africa have made significant progress in enhancing educational access, resulting in an increase in the number of first-generation students enrolled. However, due to a lack of instructional support, a considerable majority of these students eventually fall behind in their studies.
Educators must concentrate on reclaiming educational possibilities that have been lost due to pandemic-driven online learning.
Due to the epidemic, the change to online learning presented a number of obstacles for teachers and students, including device inaccessibility, no or limited Internet access, and other issues. Add in the complicated interaction of limited instructional time, a loss of direct contact and context with teachers, plus a slew of online learning problems, and you've got a recipe for disaster.
Educators must concentrate on regaining educational possibilities that have been lost as a result of the pandemic-driven shift to online schooling.
Teachers and students faced a variety of obstacles as a result of the pandemic's shift to online learning, including device inaccessibility, no or limited Internet access, and other issues. Add in the complicated interaction of less instructional time, a loss of direct contact and context with teachers, and a slew of online learning problems, and you have a recipe for disaster.
Emphasis on transition-year classes
A transition class is one in which children are undergoing a significant social, emotional, developmental, linguistic, or intellectual transition. Students normally learn to read until they reach third grade, but after that, they read to learn. As a result, class IV is a year of change. Transitions put a lot of strain and stress on kids, and they'll be especially difficult this year and next, when the impacts of the learning gap start to show up. As a result, pupils in transitional grades such as IV, IX, and XII should be given priority. Extra help should be provided in the form of after-school, weekend, or summer classes.
Provide targeted learning assistance
Some students have flocked to online learning like a herd of salmon. Others have found it difficult. Given the permanence of online learning, teachers must identify the latter group through ongoing monitoring and provide additional support to ensure that students do not fall behind. There are a variety of approaches that teachers might use. Simple things like matching students with peer mates who compliment their strengths can go a long way. For these pupils, the goal should be to plan ahead and avoid cumulative learning loss.
While the pandemic has ushered in many positive developments in education, it has also opened up a virtual Pandora's box. While many approaches to close the learning gap can be proposed in the future academic year presuming that everything will return to normal, we cannot anticipate the teaching-learning process to return to normal. The emphasis must be on maintaining the learning process while doing our utmost to close the gap.