How Inclusive Is Online Education in India: Lessons From the Pandemic.

Autor/inn/en	M S, Navaneeth; Siddiqui, Ismail
Titel	How Inclusive Is Online Education in India: Lessons From the Pandemic.
Quelle	Aus: Garcia, Manuel (Hrsg.): Socioeconomic Inclusion During an Era of Online Education. Hershey, PA: IGI Global (2022) S. 135-155 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-1-66844-364-4
DOI	10.4018/978-1-6684-4364-4.ch007
URN	urn:nbn:de:0168-ssoar-81332-8
Schlagwörter	Bildungschance; Digitale Medien; Fernunterricht; Indien; Südasien; Lernumgebung; Inklusion; Sozioökonomischer Faktor; Fernunterricht; Online; Indien; Südasien
Abstract	After years of mandatory remote education, there is still a question that remains to be answered: "Is the online medium inclusive enough to be deemed a solution?" As classrooms relocate to online environments and pedagogies rely on technologies, it becomes imperative to ensure that no one is left behind and education remains accessible to every learner. The issue of the universality of access to technological resources in India mingles with various socio-economic disparities that hinder the successful implementation of online education. This chapter attempts to analyze and bring forward the factors that may contribute to the stark contrasts regarding the practicality of the online education scene in India, including accessibility, gender, socio-economic factors, and policy issues. In mitigating the impact of an educational disruption (e.g., global health crisis) as well as the future adoption of online instruction, this chapter summarized the topics that need addressing into themes: content understanding, learning outcomes, technological, pedagogical, and behavioral.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2023/1