Digital University ~ II – The Statesman

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Classroom teaching is a performance and many teachers choose this profession because it makes them feel like they are participating in the learning process. Physical proximity and face-to-face interactions can bring out the best in students.

Engaging all students and encouraging them to be active online becomes a herculean task. The adrenaline rush that is felt in the classroom when there is something awkward, the sudden laughter, body language and voice inflection, mimicry and instant feedback including yawning and joking backbenchers, are all absent from the virtual classroom. Since most digital teaching is done through words, the lessons are expected to be exciting enough to fire learners’ imaginations.

So the real challenge is how to bring your personality into the digital classroom. Instead of staying one step ahead in their academic field, teachers are expected to master new technologies from time to time. Curriculum programming for digital universities will be one of the biggest challenges. The development of interactive multimedia tutorials is a tedious operation. A true quality educational product would require synergy between expert faculty, programmers, and digital artists.

The think tank must realize that a foolproof program requires an institutional investment in faculty expertise to program in this new content medium. If students at a digital university are required to complete a separate curriculum from on-campus students, there may not be a sufficient basis from which to determine virtual student grades.

When designing an electronic program for distance learners, it is important to have a reliable testing infrastructure in place. If this is done, the distribution of grades between virtual students and on-campus learners can be identical. Also, proper market research can be done to identify target learners ~ if lifelong learners with a desire to learn will dominate those seeking real college credit to reduce time to completion of a degree once he enters university.

This makes it difficult to respond directly to the individual curriculum needs of learners. It must be agreed that the quality of a degree depends on the depth and scope of the individual mentoring relationship with faculty members. To make the interactive aspect of the mentoring process possible would require a huge investment of faculty time.

Few teachers would be there to engage in a teaching endeavor that requires so much time. It is therefore desirable that electronic courseware and the granting of credits are profitable. It can be argued that reducing the cost per credit hour will be the main incentive for students to take digital college courses. Virtual students would like to buy the cheapest educational products in the market where education has become a commodity.

If a purely market model is to be applied in the case of digital universities, then the scholarship will certainly be sacrificed, especially when the budget for the education sector keeps shrinking. When creating a digital university, the challenge would be the pedagogical approach. In order to manage students in virtual mode, teachers must develop engaging teaching techniques that appear in the virtual classroom, giving them the opportunity to get involved in the functioning of the class.

Given the value of the internship in developing learner skills, it becomes important to develop an internship plan for digital learners that is equally engaging. Assessment schedules should be comprehensive and should navigate every aspect of the course. Only then will the pedagogy make sense. Since the growth of learners must be assessed holistically and in terms of the social value they create in society, the responsibility lies with pedagogy and assessment systems.

In parallel with course learning, faculties will also have to work on the possibilities of bringing learners together in the teaching-learning process and also of creating human values. The objective of a digital university is to promote the offer of online courses through the use of computer networks. It can be said to be a multimedia networked learning environment that differs from more traditional learning environments in that it is customizable.

Digital learning environments offer a wide range of advantages over traditional environments, such as flexibility, convenience, cost reduction, access to current materials, better knowledge retention and elimination of boundaries geographical. It allows students to learn anytime, anywhere. It can expand the time, place and pace of education and allow learning to become more individualized and emphasize interaction and collaboration between students and scholars. A student’s role can change from a passive learner to an active participant in the learning process.

The role of the educator will change from that of distributor of knowledge to that of sharer of understanding and intellectual breakthrough. Thus, a virtual university can enable students to acquire more independent learning skills by becoming more active participants in their own learning processes. When using online course materials, scholars must not only undergo training on the new technology, but also have time to develop teaching materials; they will need student and administrative support.

Problems with malfunctioning computer hardware, configuring software to access an educational institution, remote access, and heavy web traffic can create barriers to learning for students. Internet shutdown can also disrupt digital learning. Digital learning readiness issues may become more acute in regions like Kashmir, which regularly face internet shutdowns. According to a report published by UNICEF, only 8.5% of Indian students have access to the Internet. The annual education status released in November 2021 highlighted that 67.6% of Indian children had smartphones at home, but 26.1% did not have access to them.

Thus, any obstacle can widen learning gaps, as seen during the Covid-19 period, and as explained in a recent UNICEF report, Reinventing our Future Together: A New Social Contract for Education. ‘education. The urban-rural divide is very visible in the fact that 23.4% and 42% of urban households have a computer and Internet access respectively, compared to only 4.4% and 14.9% of rural households. , according to the national sample survey. (NSS) 75th round.

In addition, we learn from Mission Antyodaya 2020 that no less than 27,930 villages in India do not have access to electricity. For the proper functioning of a digital university, some of the guidelines may include promoting user participation and planning, designing and implementing initial training programs for academic staff, and providing students with opportunities and facilities to participate in online class discussions.

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