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Approaches to E-Learning Pedagogy

Approaches to E-Learning Pedagogy

Vasanthi Reena Williams (Vidya Vikas Institute of Engineering and Technology, Visveswaraya Technological University, India)
Copyright: © 2023 |Pages: 13
DOI: 10.4018/978-1-6684-7639-0.ch001
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Abstract

The advent of Industry 4.0, bringing in technological innovations, is taking the teaching-learning process to the level of eteaching and elearning. Post pandemic, it is observed that students are getting disconnected from the chalk and talk method and being drawn to other sources of learning (YouTube) for their education requirements. The humongous information available on the internet is drawing attention of learners. The current lecture-based education does not ensure sufficient student engagement and is seemingly a one-way process. Syllabus being pre-defined, teaching gets disconnected from real-life problems. The focus requires creating an effective epedagogy. Educationists, universities, and governments across the globe are primarily focusing on the sector as the elearning market, which was $165.36 billion in 2014 and is forecast to grow to $3255 billion by 2025, according to statistics from Forbes. This chapter attempts to analyse approaches to elearning pedagogy through various literature.
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Background

India, in ancient times had the ‘Gurukul’ system of education where the ‘shishya’(student) resided with the ‘Guru’(teacher) till his (student) education was considered complete. This included an all-round development of the student. This included holistic development which included personality growth, spiritual awakening, awareness about nature and society, passing on of knowledge and culture through generations and self-control and discipline in life (Gurukul Education System, 2022). The pedagogy adopted here, was on a complete and all-round training for enhancing required virtues for an individual. There was direct and continuous interaction between the teacher and the taught.

Generally, the children of royal families, the warrior class and the brahman class had access to the ‘Gurukul’ system. It was considered as an all-encompassing system of teaching & learning activity. This method of teaching and learning, was in physical setting and required students to be in close proximity with the teacher/instructor, like being part of an extended family.

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