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| Published: September 25, 2020

Graduate teaching during COVID-19 induced lockdown

Narayan Sharma

Department of Commerce, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Anchal Kansal

Department of Commerce, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Jahnvi Lakhanpal

Department of Commerce, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Abhigyan Bhasin

Department of Commerce, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Pranav Mathur

Department of History, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Urvika Kapoor

Department of Political, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Asmita Gahlout

Department of Biochemistry, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Ayesha Mirza

Department of Biochemistry, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

, Anju Kaicker

Associate Professor, Department of Biochemistry, Sri Venkateswara College, University of Delhi, New Delhi, India Google Scholar More about the auther

DIP: 18.01.153/20200803

DOI: 10.25215/0803.153

ABSTRACT

The goal of this paper is to study the impact of the Covid19 induced lockdown on graduate education. We conducted an online survey wherein we surveyed undergraduate and post-graduate students. The questionnaire was made on Google Forms through which we received 803 responses. The respondents were from various universities of India. The data received from the survey revealed that teachers tried to reach out to students by providing them study material by different modes. The study material provided sufficient and useful information on the specific topics, however sometimes the students felt over burdened with the amount of information given.   A significant number of teachers took online classes, the frequency and duration of which varied across different subjects and course. The survey revealed unpreparedness of the students and teachers when it came to online teaching. Majority of the students had little or no experience of this mode of teaching. A large group of students didn’t have personal laptops. The online teaching process was hindered because of lack of internet access and technology due to geographical and financial restraints. Students suffered due to non-availability of infrastructure conducive to their learning like libraries, laboratories and classrooms. Majority of the students did not have online classes for all of their subjects. Many students felt that they did not have a conducive environment to study at home. Significant problems were encountered during this unplanned and sudden transition from classroom learning to remote/online learning. We found through the survey that socio-economic differences, geographical and financial restraints in India make the current method of online teaching full of logistical and infrastructural challenges. Overall, for both teachers and students, it was like setting into rough waters. Although at present people are attempting to adapt themselves to this new system of the teaching-learning process, there still is an underlying requirement to develop a holistic and encompassing mechanism which is in the best interest of every section of society.

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Anju Kaicker @ anjukaicker0@gmail.com

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Article Overview

ISSN 2348-5396

ISSN 2349-3429

18.01.153/20200803

10.25215/0803.153

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Published in   Volume 08, Issue 3, July-September, 2020