Perception towards Online Teaching-Learning during Covid-19 Pandemic: A Case of IGNOU Teachers and Academics

Abstract

PCF10 Sub-theme: Building Resilience // The pandemic erupted due to Covid-19 has disrupted normal life and different economic, social, and educational activities globally, and India was not an exception to this changing situation. In India, a phenomenal change occurred in the education sector where state and central governments instructed or made it compulsory for educational institutions to go online and continue academic activities in the online mode. In this context, IGNOU and state open universities in India also entered to the online mode for teaching-learning (TL) and providing academic support services to learners. Teachers posted at the IGNOU headquarters and academics at the different regional centers got engaged with learners online to perform their respective responsibilities. Against this perspective, this research was conducted to find out the perceptions of teachers and academics on the the effectiveness of online TL; the constraints faced by them; and also, to suggest measures toward making online and blended TL strategies more useful. To conduct this study, a structured online questionnaire comprising the above aspects was sent to teachers and academics of the university in the last week of January, 2022. A total of 63 responses from both the teachers and academics were received and analyzed. The findings of the study suggest academic functionaries of IGNOU were ready to take the challenge positively and self-efficacy helped them in adopting online and digital pedagogies; they improved their ICT skills, although requirement of further training in online pedagogies and instructional design was indicated by them; challenges like slow broadband and non-availability of robust technical support were also reported. The study may have implications for policy and practice of the world's second-largest university which operates within India and through 14 overseas study centers with accumulative learner enrolment of above three million. // Paper ID 0769