It refers to physical infrastructures such as school buildings and classrooms that provide an in-person space for social interaction.
Published in Chapter:
How Inclusive Is Online Education in India: Lessons From the Pandemic
Navaneeth M. S. (Indian Institute of Technology, Madras, India) and Ismail Siddiqui (Indian Institute of Technology, Madras, India)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-6684-4364-4.ch007
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.