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Shodhasamhita : Journal of Fundamental & Comparative Research
Vol. VIII, No. 11(XII) : 2022
ISSN: 2277-7067
Journal of Kavikulaguru Kalidas Sanskrit University, Ramtek
Page | 148
TEACHING EFFECTIVENESS WITH ONLINE EDUCATION DURING
PANDEMIC IN HIGHER EDUCATION
Ms. JAYA SHANKAR, Research Scholar
School of Management, Presidency University, Bangalore and Assistant Professor, SNITB-School,
Theppupara, Adoor, Kerala 691554
E-mail : jayathiruvathira@gmail.com
Dr. THRIVENI KUMARI, Associate Professor,
School of Management, Presidency University, Bangalore
E-mail : thriveni.k@presidencyuniversity.in
ABSTRACT
Education is the process through which a mature human mind evolves from a child's mind. Education
is a means for disseminating information about both known and unfamiliar topics. It will enable the human
brain to comprehend known and unfamiliar concepts in greater depth. As days pass, so do educational
methods, which shift according to the needs of the hour. As a result of the COVID-19 crisis, all educational
institutions have moved to virtual courses and an online education system that is separate from the actual
surroundings. The present study examines the impact of COVID-19 on teaching effectiveness in higher
education in Pathanamthitta District in Keralausing random sample method. Structured questionnaire has
been used for data collection with a sample of 90 teachers. For analyzing the impact of COVID 19 on
teaching effectiveness, traditional and online teaching has been analysed using paired sample t-
test,correlation and descriptive statistics. The study analysed that there is an impact of online education
onteachingeffectivenessduringCOVID-19. The study also identified the relationship of class control, network
connectivity and awareness in technology with teaching effectiveness in online education.
Keywords: COVID-19, Teaching effectiveness, Higher education, class control, awareness in technology,
network connectivity.
INTRODUCTION
People are having a difficult time dealing with the continual anxiety of the epidemic Covid19 that has
swept the globe. The outcome of this epidemic is projected to usher in a new world order, as it did
after the two great wars. As far as concerned, it's not a health issue, but rather a life-or-death
situation. Some might even see it as nature's way of purifying, or even go as far as Darwinian
survival of the fittest notions. Stay home, stay safe slogans may be seen all over the world, along
with encouraging and hopeful quotes such as "We will Survive This Together" and the irony behind
it. People are expected to stay at home and grieve or ponder the metaphysical existential crisis they
are going through.
COVID-19 has driven the closure of schools and institutions all across the world, and more
than 1.2 billion young people are no longer in school or college. As a result, with the advent of e-
learning, which allows students to receive instruction remotely and through digital platforms,
education has undergone significant changes. COVID-19 has had a great impact on children from all
walks of life, including state, class, caste, gender, and geography. The closure of educational
institutions and the decision to convert traditional classrooms to digital platforms has resulted in
learning inequity among students, as well as the expulsion of a large number of children from
schools.
Many authors have recently undertaken research to address concerns linked to online
teaching and learning during COVID 19, but most of the studies have focused on the challenges that
students face while ignoring the issues that teachers confront. The goal of this research is to
contribute and dig deeper into the crisis that is now hurting the educational system around the world.
Shodhasamhita : Journal of Fundamental & Comparative Research
Vol. VIII, No. 11(XII) : 2022
ISSN: 2277-7067
Journal of Kavikulaguru Kalidas Sanskrit University, Ramtek
Page | 149
The research also looks into how the shift to online education has affected the teaching effectiveness,
as well as the overall impact and efficacy of the education process in the higher education.
COVID-19 AND HIGHER EDUCATION
As a result of the COVID-19 pandemic, higher education institutions all around the world have
turned to online learning or distance education programmes. Online courses have been proven to be
the most effective tool for maintaining student retention and learning access. The benefit is that
students can learn at their own pace because training centers and universities are no longer required.
Because of the massive transition to online instruction, there is no need for face-to-face interaction
between teachers and students, as well as between students and their classmates, allowing for virus
prevention and management.
One of the important questions which arises during this situation was whether online
education is effective? The answer was that it is effective for those who have knowledge about latest
technology. For higher education and for better learning internet plays a very important role. Mobile
apps or virtual meeting platforms like Zoom and Google Meet were used to construct virtual meeting
hubs. Educational institutions told teachers to use virtual meeting platforms like Zoom and Google
Meet to engage students online. Teachers who were unfamiliar with new technologies and mobile
applications found it challenging to engage online classes due to the abrupt transition from face-to-
face to online education. Some teachers were merely carrying out their responsibilities because they
were asked to. Both educators and learners' abilities and exposure to information and
communications technology (ICT) may have an impact on the implementation of appropriate and
relevant pedagogy for online education. Teachers have used unified communication and
collaboration systems like Microsoft Teams, Google Classroom, Canvas, and Black board to
construct educational courses, training, and skill development programmes in the past. They include
services like work place chat, video meetings, and file storage, all of which aid with class
organisation and productivity. Faculty members typically exchange a variety of files with students,
including Word, PDF, Excel, audio, and video.
The global pandemic provided an opportunity for the government to modernize its
educational delivery system and shift its focus to emerging technology. As a result, higher education
institutions must take the opportunity to develop evidence-based procedures, provide accessible
mental health-related services, and adapt their curricula to evolving demands [1,2].
Whatever issues higher education faces, it will undoubtedly be necessary to assist faculty
members in adapting and thriving. Teaching and learning will undoubtedly suffer as a result of this
lack of assistance. Institutions must see it as a necessity rather than a nice-to-have. Instead of seeing it
as a sign of weakness, faculty members should see it as a chance to stay on the cutting edge. There is
a lot of concern about the future of higher education. Our pupils, on the other hand, will profit like
never before from a reinvigorated focus on the key cornerstones of teaching and learning.
TRADITIONAL TEACHING
In a traditional (normal) classroom, the flow of information and knowledge is moderated and
regulated by the teacher. Students are expected to continue learning about a subject outside of school
by doing homework tasks. The instructor, who only teaches them face-to-face, is the students'
primary resource. In a regular classroom, students receive a standard curriculum from a live teacher.
Students comprehension is tested via standardised assessments at regular intervals. This paradigm
maintains a consistent time, location, and speed of learning for pupils. When it comes to modern
teaching and learning, traditional teaching is entirely successful; it involves trial and error, and the
expense of education will be more reasonable. Despite the availability of the former teaching
Shodhasamhita : Journal of Fundamental & Comparative Research
Vol. VIII, No. 11(XII) : 2022
ISSN: 2277-7067
practices, students prefer personalized teacher-centered techniques; they also propose the
aforementioned practices as accessory aids to the conventional method rather than core learning tools
in the traditional method [1,2,3]. The use of a classic lecture style of instruction is linked to
significantly higher student accomplishment [4,5,6].
ONLINE TEACHING
The technique of educating others using virtual platforms is known as online teaching. This
form of teaching uses live classes, video conferencing, webinars, and other internet tools. The online
programmes are formed and planned to make learning and understanding easier. This provides a
concept of computer-based learning [20,21, 22]. Online teaching is a student-centered practise that
raises students interest and involvement levels. Teachers must have good teaching skills in
order to have an effective touch with the pupils.Teachers employ digital resources to manage
classrooms, which necessitates adequate network connectivity and a suitable device. Instead of
being utilised as a supplement to traditional teaching programmes, online courses work best when
they are designed to take advantage of the learning opportunities provided by online technologies
[7,8,9]. Faculty members improved in a variety of ways, gaining new skills, information, and
attitudes that they believed would benefit them in their jobs [10,11]. Teachers should be informed of
the most recent technology, and those who do not have them should be provided with training
sessions so that they can deal with the issue. Students attendance and registration have increased
as a result of the mobile versions of the live teaching app [23,24,25]. The workload of school
teachers has never been greater, and there is a substantial risk of increasing stress and burn out as
a result of the pandemic. Adoption of digital culture is becoming increasingly difficult for both
teachers and pupils. There is a physiological as well as a psychological effect.
TEACHING SATISFACTION
The term "job satisfaction" is made up of the phrases "job" and "satisfaction." The term" job"
refers to a set of tasks, duties, and responsibilities, whereas "pleasure" refers to the satisfying of
a need or want. Jobs at is faction is important in today's work-oriented society since peoples
pendso much of their time at work. The favorableness or unavailability with which employees see
their work is referred to as job satisfaction [15,16]. It expresses the degree of agreement between
one's job expectations and the incentives offered by the employer. Jobs at is faction is a component of
overall happiness. Faculty satisfaction with online instruction is moderately positive. The lack of
face-to-face contact, as well as student involvement, were cited as major sources of frustration
[12,13,14]. Faculty satisfaction with online instruction is influenced by the majority of job-
related criteria. Faculty members are generally pleased with online instruction [26,27].
Teacher job satisfaction defined as the feeling of fulfillment and happiness that teachers
get from their work as teachers. Goal of this paper is to identify the variance in teaching
satisfaction in traditional and online teaching.
REVIEW OF SCIENTIFIC LITERATURE
The study [15,16] features the most comprehensive and large-scale study to date on how
students view the effects of the first wave of COVID-19 catastrophe on a global scale in early
2020 on several aspects of their lives. With a sample of 30,383 students from 62countries,
the survey discovered that students were most satisfied with the support provided by teaching
staff and their universities' public relations during the worldwide closure and transition to online
learning. Arora & Srinivasan (2020), in their study established the rate of virtual class
adoption as well as the numerous benefits, obstacles, and causes for virtual class non-
adoption [18,19]. The study looked at the
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Journal of Kavikulaguru Kalidas Sanskrit University, Ramtek
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Shodhasamhita : Journal of Fundamental & Comparative Research
Vol. VIII, No. 11(XII) : 2022
ISSN: 2277-7067
replies of 341 teachers from Ghaziabad's higher education institutes and identified the encounters of
non-adoption of virtual classes and also suggested the ways to overthrow them. When schools
reopen, resources will be needed to replace the missed learning. Because internal assessments are so
important for learning, schools should consider postponing them rather than skipping them. To
minimise longer periods of unemployment, policies should promote the entry of recent graduates into
the labour market. [18,19] According to the study [20,21], educational institutions should conduct
research to disseminate and document the pandemic's impact on the educational system. In addition,
educational institutions must design curricular methodologies that are more sensitive to students'
learning demands outside of traditional classrooms.
According to the findings of the comprehensive study, all citizens in India should have access
to low-cost internet in order to maintain a functioning online learning system. Furthermore, increasing
awareness and training for both students and staff on online teaching and learning materials may
provide opportunities to develop a world-class education system even after Covid-19 [21,22,23]. A
collection of values and principles that account for the expressed demands of its stakeholders,
notably students, should be used to determine the quality indicators of a higher education institution
[22,24,25]. The sudden move to adapt and implement online learning has resulted in overwork and
stress among teaching professionals. Educators must reconsider curriculum planning, e-content
development, assessment, and reporting systems that were developed without adequate planning and
foresight. Educators should be given professional autonomy and trusted with their judgement in
order to produce more focused learning outcomes and design effective eLearning approaches, as well
as ensure clear and empathetic communication with all stakeholders in higher education [26].
The effects of Covid-19 on HEIs (Teaching and Learning) in India are discussed in this study
paper [19,20]. The study's goals are to determine the links between virus in fection and higher
education institutions, as well as to identify curative techniques for educational institutions and to
investigate the impact of the Corona virus outbreak on India's higher education system. It is critical
to identify the importance of online education and to develop treatments to prioritise inclusion,
connectedness and equitability. Colleges and universities have to prepare and plan the study schedule
in such a way that all students benefit accordingly [18,19]. Tartavulea et al., 2020, discovered that
the interaction and assessment methods used reflect a passive delivery style with little involvement.
The study also looked into the challenges and benefits of online schooling and also to the educational
process's outcomes. The study also identified that the transfer to online teaching has a moderately
good perceived impact, but the total effectiveness of the online educational experience is rated lower
than face-to-face teaching.
Borup et al., 2019, analyzed the effectiveness of professional development in overcoming
obstacles to effective online instruction and also identified the barriers which are to be overwhelmed
in order for faculty members to be able to design and teach online courses effectively. Employees
with college degrees gained from accredited online institutions performed better than employees with
college degrees earned from accredited traditional classrooms, according to the quantitative analysis
[25,26].The pandemic scenario enabled for a period of transition and breeding to adapt to a
technological civilization. This has a greater effect on online instructors. The study examine show
the severity of the influence on education professionals who teach online affects their psychological
well-being, as well as strategies for dealing with the technological culture and psychological well-
being [24,25].Existing legislative frameworks must be examined and modified, with new tactics and
technology structures being developed to assist teachers in dealing with the future crisis of online
education(Joshietal.,2020).WeiBao(2020)in her study of COVID19 and online education examined
that there should be (a) relationship between online instructional design and student learning is
extremely important, (b) adequate support is to be provided to students
Shodhasamhita : Journal of Fundamental & Comparative Research
Vol. VIII, No. 11(XII) : 2022
ISSN: 2277-7067
Journal of Kavikulaguru Kalidas Sanskrit University, Ramtek
Page | 152
Class Control
Network
Connectivity
Teaching
Awareness of
Technology
by faculties, (c) delivery of in formations should be more effective, (d) contingency plan to be
followed to overcome unexpected events of online education platforms. In the study, Bolliger et al.
(2009) confirmed that in the online context, three elements influence teachers at is faction : student-
related, instructor-related, and institution-related factors.
HYPOTHESIS
H0a: There is no difference between teaching satisfaction in traditional and online methods.
H1a: There is difference between teaching satisfaction in traditional and online methods.
H0b: There is no relationship between class control, network connectivity, and technology awareness
with teaching satisfaction in the online mode.
H1b: There is relationship between class control, network connectivity, and technology awareness
with teaching satisfaction in the online mode.
Figure 1:Model for Hypothesis
OBJECTIVES
The present research paper focused on the following:
1.
To know about variables that affect teaching effectiveness.
2.
To identify the relationship between class control, network connectivity, and technology
awareness with teaching satisfaction in the online mode.
3.
To analyze the difference (variance) between teaching satisfaction in traditional and online
methods.
METHODOLOGY
In the study, data was collected using questionnaire and random sampling method. The questionnaire
was distributed among 110 teachers from higher education in Pathanamthitta District in Kerala and
got response from 90 teachers. They are between the ages of25 and 50 and experience ranges from 5
to 30 years. There are 65 female teachers and 25 male teachers in total (Table1).
Table1:Population size by Gender
The questions for determining the level of teaching satisfaction were developed based on the
findings of the literature review, and some of them include the following: “The level of my
Shodhasamhita : Journal of Fundamental & Comparative Research
Vol. VIII, No. 11(XII) : 2022
ISSN: 2277-7067
Journal of Kavikulaguru Kalidas Sanskrit University, Ramtek
Page | 153
interactions with students in the online course is higher than in a traditional face-to-face class”,” I am
satisfied with the use of communication tools in the online environment”, The technology I use for
online teaching is reliable”. The identical set of five-point Likert scale questions were used to obtain
data on effectiveness, ranging from strongly disagree to strongly agree.
ANALYSIS AND RESULTS
The statistics tool Paired Samples T-test is used in this study to examine the difference
between teaching satisfaction in traditional and online methods (Table 2), and correlation is used to
determine the relationship between class control , network connectivity , and technology awareness
and teaching satisfaction in the online mode (Table3).
Table2:PairedSamplest-testvalues
Table3:Correlationvalues
*Correlation is significant at the 0.05 level (2-tailed)
**Correlation is significant at the 0.01 level (2-tailed)
The research is based on two fundamental hypotheses: (Hypothesis #1: There is difference
between teaching satisfaction in traditional and online methods) (Hypothesis#2 : There is relationship
between class control, network connectivity, and technology awareness with teaching satisfaction in
the online mode). Finding the difference and relationship between the variables is the focus of the
Hypothesis. The testing of first hypothesis shows that there are differences in online teaching and
traditional way of teaching among Higher education teachers. The mean difference between teaching
satisfaction before and duringpandemicis0.16889,which shows that teaching satisfaction was more
before Pandemic. Standard Deviation shows that for each respondent SPSS has calculated a
Shodhasamhita : Journal of Fundamental & Comparative Research
Vol. VIII, No. 11(XII) : 2022
ISSN: 2277-7067
Journal of Kavikulaguru Kalidas Sanskrit University, Ramtek
Page | 154
difference of 0.59277. Since, P value is less than 0.05, in this study it is clear that “There is a
significant difference between the mean values of Teaching Satisfaction before and during COVID
19”. (t=2.703, df=89 and sig. =0.008). It was found thathypothesis#1hasbeenrejected; there is a
significant difference in the level of teachings at is faction between traditional and online methods
traditional and online methods.
The testing of hypothes is#2 shows that there is a positive correlation between class control
and teaching satisfaction (r = 0.554, p < 0.01), there is a positive correlation between network
connectivity and teaching satisfaction (r=0.471, p<0.01), there is a positive correlation between
technology awareness and teaching satisfaction (r=0.539,p <0.01).
CONCLUSION
The Indian education system has been prone to traditional forms of learning for decades. The
COVID-19 epidemic has had an influence on higher education around the world, leading to the
closure of thousands of schools in a short amount of time in order to apply social distancing
measures. Because the world is in the midst of an epidemic, social distance has become essential. In
the future of education pedagogy, online teaching would have become a vital loop within the
teaching profession. The variables class control, network connectivity, and technology awareness
were discovered as having an impact on teaching effectiveness and their relationship with it in online
education. It was also discovered that there are disparities between online and traditional teaching
methods in higher education.
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