Emotional impact of online learning on young people.

Dr Neeta Bali
Main director
GD Goenka World School
Sohna- Gurugram Road

The idea of ​​implementing technology in the classroom is not new. Information and technology have taken off in classrooms in recent years. As the field evolves, emerging companies promise to provide exciting new resources for young learners. However, there is a great need for mindfulness and wellness practices in the classroom. People need balance and resources to be successful. Building healthy relationships with students is an important part of the role of educators.

The general and important arguments associated with online courses are learning pedagogy, accessibility, flexibility, affordability, policies and lifelong learning. We believe that student feedback can provide important information for the assessment of studies from the home / distance model. According to some student feedback, some find online teaching boring and unappealing as the content can sometimes be entirely theoretical, lack of student participation and effective learning which is so different from the traditional classroom. Online learning has so much time and flexibility that students find it difficult to practice discipline and time management. Students lack personal attention. Two-way interaction is sometimes difficult to implement. Poor course content is also a major problem for some. This process does not reach its full potential until students put what they learn into practice. Students find the lack of community, technical issues, and difficulty understanding learning goals as the main barriers to online learning. In one study, students were found to be poorly performing in their assessments and unprepared to reconcile their work, family and social life with their study life in an online learning environment.

Also read: Online learning trends to watch as the education landscape changes

The real challenge for educational institutions is not only to find new technologies and use them, but also to rethink their academic system, thus helping students, parents and teachers who seek advice for digital literacy. . It’s not just the closing of schools. The stress the pandemic has placed on families, with rising levels of unemployment and financial insecurity combined with stay-at-home orders, has strained life at home across the country. More than 50% of students say their mental health has declined since the start of the Covid-19 pandemic, a survey for the National Union of Students (NUS) shows. While a child’s intellectual development may be the most obvious victim of lockdown, it’s not the only thing at risk. Teachers are often the first to notice their students’ deteriorating mental health and encourage them to seek treatment, and many schools offer counseling and psychotherapy on site. It is possible to provide help from a distance, but the so-called “e-health services” are far from ideal because they face exactly the same obstacles that make e-learning difficult.

Another consequence is the angst of growing up during a global pandemic, and the fear of losing family members, relatives or friends remains to be seen. But children are very sensitive to the worries of their parents and guardians, and it seems likely that they will absorb some of that anxiety – whether it is the illness itself, job losses, or stressful pressures. isolation. Parents have not been given enough information about these issues and how to deal with them. The emotional needs of children are completely neglected at the moment. There is very little advice on how to deal with stress. It is also unclear how isolation and physical distance can influence the development of socio-emotional skills, such as regulating your feelings, exercising self-control, and dealing with conflict with your peers. It is now known that time spent in education is essential in helping children grow up and this pause may simply stunt their progress. It may therefore be that only children are the most affected. We can only hope that parents can probably spend more time helping them personally with home tutoring, for example. Children miss out on opportunities to broaden their intellectual horizons such as music lessons, excursions, social gatherings and museum visits, etc. This hit some students hard, some finding themselves completely alone. Loneliness and isolation seem to have had a huge impact on well-being and mood, with many students socializing and meeting others much less than ever before. We are missing a really similar benchmark experience to try to see what happened and how to deal with such restrictions. But children are sensitive and responsive to their environment, and stress early in life affects child development, mental well-being and human progress.

It is not easy but there are possible solutions to resolve these issues. Let’s try to make the online courses interesting, interactive and dynamic. In the event of technical issues, pre-recorded video sessions and content testing can be incorporated so that the entire online classroom process cannot be hampered. Our teachers and educators should go the extra mile to humanize the learning process, giving students personal attention to smoothly adapt to new learning environments and processes. In order to maintain class discipline, teachers should set scheduled reminders for students to make them alert and attentive. Social media and various group forums can be used to communicate with students. Most importantly, effective communication is the key to connecting with students through various messaging apps, video calling, etc., making effective use of social media. Parents, teachers, educators and guardians should have open and honest conversations with their children about the emotions of others. Although children are not likely to become seriously ill with Covid-19 and there have been very few deaths. But children are still victims of the virus.

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Perry Perrie

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