Perspective Chapter: Impact of COVID-19 on Learning Outcomes of Students

Abstract

Covid-19 pandemic made a paradigm shift in the education scenario across the globe. In an attempt to contain the infection classes were conducted online. Traditional classes and online classes are completely different from the teacher and student perspective but there was no other alternatives. The major domains of teaching and learning are, knowledge, cognitive, interpersonal, communication psychomotor skills. Each domain demands different teaching and assessment methods to achieve the intended learning outcomes. The teaching and assessment methods were modified to a great extent in online teaching. Delivering lectures online can be considered as effective as far as the outcome domain is limited to knowledge but for other domains like cognitive, psychomotor, interpersonal and communication, it is questionable. The various factors affecting in intended learning outcomes are one to one discussion with teacher and peers, adequate prerequisite knowledge, motivation, learning hours and style, active learning, learning interest, attitude of instructor and learner, IT skills. In order to assure the achievement of learning outcomes, careful focus on the identification learning gaps in online teaching has to be done along with implementation of corrective measures to address them.

1. Introduction

Covid-19 pandemic made a paradigm shift in the education scenario across the globe. In an attempt to contain the infection classes were conducted online. Traditional classes and online classes are completely different from the teacher and student perspective but there was no other alternatives. Commonly used applications for conducting online classes are ZOOM, Google Classroom, Moodle, and Blackboard were instrumental in shifting onsite to online classes as well as e-learning [1]. The COVID -19 pandemic affected the traditional system of education, e-learning was brought in, where the learning is carried out online which can be accessed in any corner of the globe without going to the classroom [2]. However implementing e-learning is a challenge for the learners and educators [3], attempts have been made to embed e-learning through the use of appliances and internet connectivity for seamless conduction of learning process. Delivering lectures online can be considered as effective as far as the outcome domain is limited to knowledge but for other domains like cognitive, psychomotor, interpersonal and communication, it is questionable. In the traditional classes the learner has an opportunity to interact with the teacher along with his peers either one to one or in groups. The learner gets an opportunity to learn from his peers. At present education equips the learner with skills and knowledge, to make him employable in the job market. Supervision and observation of the student’s activities directly by the teacher plays an important role in enhancing student’s ability. Motivation of student is imperative either as a beginner or expert. Learning along with peers, observing their performance and encouragement from the teacher is instrumental in overall achievement of the learning outcomes. This chapter is aimed to give an insight of the possible learning gaps and the contributing factors likely to be encountered in online teaching, effect of online teaching on the intended learning outcomes of learners and ways to address such gaps.

2. Learning outcomes

Proclamations describing the knowledge, skills and competence the student should acquire after completion of a lecture, course or program, along with realizing the importance and usefulness of the acquired knowledge and skills.

3. Learning domains

The learning outcomes have been categorized into different domains, which are linked to the separate teaching and assessment methods (Table 1).

Domain	Teaching methods during normal condition	Teaching methods during pandemic	Assessment method
Knowledge	Didactic lectures	Didactic lectures	Written and oral test
Cognitive	Didactic lectures, Case based learning, Team based learning, Independent learning, Problem based learning	Didactic lectures, Independent learning, Problem based learning online.	Written and oral test, Objective structured examination.
Psychomotor	Laboratory demonstration, Clinical onsite training	Online demonstration, Restricted onsite training	Objective structured practical examination.; Objective structured clinical examinations
Interpersonal skills	Team based learning, Workshops	Online workshops	Objective structured examination.
Communication	Journal clubs, Team based learning, Workshops	Online workshops	Objective structured examination. Observations

Table 1.

Comparison of teaching strategies to achieve the desired outcomes during pandemic with the normal conditions.

4. Factors influencing the intended learning outcomes (ILOs) in online teaching

4.1 One to one interaction

Active involvement of students during instructions makes the learning meaningful. In active learning, students apply their minds to get new ideas, crack problems, and use the knowledge they have gained. Doing more instead of mere listening to lectures by the students is followed in active learning process. Interaction in the class only makes it possible for the learners to resolve the assigned problems through logical, systemic and structural thinking process [4, 5]. Online classes do not provide the scope for one two one interaction resulting inability of students to solve the problems in the class. Low level of interaction could be a reason for the decreased student learning outcomes achievement in the Covid-19 pandemic.

It is imperative for the learners to have an understanding and interpretation of definitions and theorems. Learner should acquire the skills to become independent in analyzing and applying statements in problem solving. Learners go through and use the available information [6, 7].

Calculations in kinetics and posology related to proof is not easy to be resolved by students. Cirillo and Herbst have reported that students find it difficult in writing premise and statement for proving in Geometry material [8], along with structuring substantiations, it seems the presence of instructor by the side of students makes the learning easy. In addition, research by Miyazaki, Fujita, Keith [9, 10] also on Geometry material shows that the using of open problems encourages students’ understanding of the structure of evidence by providing various assumption relationships with their conclusions. The completion of a proof presented in the Real Analysis book does not provide a clear explanation of the reasoning process, so that students do not understand the analysis of their thinking if there is no interaction in class. This affects student learning outcomes.

4.2 Student backgrounds

There are several indicators referring to the learning during the Covid-19 pandemic. The backgrounds factor is related to the grade in the prerequisite course, living in an environment that encourages them to study, living in an area that has wide internet access and well use of IT media. The grade in the prerequisite courses and the learning environment support them to get good learning outcomes [5, 6].

4.3 Student’s motivation

Indicators on the learning motivation factor are attempting positively to given assignment, acting rationally and preferring to have discussions in studying the courses before starting during conduction of the course [5, 6].

4.4 Student’s learning style

The indicators of the learning style factor are showing easiness in understanding the material by seeing, reading or writing before the starting of online classes, understanding the material after hearing lecturers’ explanations, after discussion with friends, preferring to discussion about the material with their peers. Understanding independently after doing problem solving exercises. Students take help of a wide range of learning resources to understand the course and to have further discussion with the instructor, friends even after the lectures. Unless the instructors and students team up in developing materials for easier understanding, the learning outcomes will be affected [5, 6].

4.5 Student’s learning hours

For applying Carroll’s theory related to learning hours, relatively normal distribution of student’s academic performance was noticed by Bloom following non-specific instruction, which resulted in conventional practice of offering same instruction and as a result getting the normal distribution of learning results [11]. Providing enough learning hours to a batch of student, should lead to achievement of the same level of results. According to Bloom learning hour is the time a student dedicates only to school work, instead of the physical sense of time or the natural course of passing time [11, 12]. As said by Yen, there is never a considerable duration of time, which is an abstract that but is ever-present in a student’s daily routine [13]. Usually students use their time in various ways, but often have difficulties in learning the concept of time. Considering the impracticability of a student getting the understanding of time by utilizing time, principle related to time concepts can be greatly abstract. Not only it is important to learn the concepts of time on the basis of how daily events are observed, the concept of time is also developed by matching the primacy of events in daily life. As the right understanding of time may not happen eliminating the person’s capacity to clench and realize the physical time, also the inner time, the concept of time is established, just like any other concept, in a progressive rather than abrupt manner and matures as one grows older [14]. So, the instructor needs to realize students’ progress stages concerning the concept of time, then only he can have a hold on the underscored of teaching materials [13, 15, 16]. The conceptual definition of learning hours has been framed from the literature: having the capacity to clench and realize the physical, as well as inner time, students are inspired by the teacher’s instructional attitude that they find satisfying, acquires a correct idea of time and/or aptitude to dedicate extra hours on learning, as per his own or circumstantial needs [14]. There are two sides in the concept of learning hours as proposed by Lai, like: learning hours linked to student’s interest and circumstantial interest, the first being an individual’s emphasis, driven by own interest, on a basis of prerequisite knowledge combined with emotions, and the subsequent willingness to spend more time on learning eagerly [9]. The second one linked to student’s choice to dedicate extra hours on learning based on enthusiasm of teacher related to the delivered lecture. Taking online classes in absence of their peers however may lack the enthusiasm attribute of the teacher and motivation to dedicate more time in reading and understanding affecting the learning outcomes. However in online classes the student has an opportunity to dedicate more time in studying as there will be no preparation or traveling to the institution.

4.6 Active learning

There are many reports about studies substantiating the advantages of active learning [17]. Active learning originates from any class activity involving students in doing things and thinking about the things they are doing” [18]. The fundamental thing in active learning is participation of student in activity and engaging them in the learning process. The major difference between active learning and traditional lectures is that, in the former method the student has to do some psychomotor activity in the laboratory or problem solving exercises whereas in the later information is passed from instructor to student [19]. For example, Freeman et al. [20] affirmed that the undergraduate science, engineering, technology and mathematics students receiving active learning in laboratories have performed better than the students receiving traditional classes. In the online classes during pandemic has minimum active learning, may have affected to ILOs achievement to some extent.

4.7 Learning interest of students

Curiosity to study a course is one the indicators of the interest factor, in advance devotion to courses ahead of the online lectures schedule, being proactively involved in the courses, availing resources for acquiring an internet package in case of non-availability Wi-Fi, monitor information about lectures on the groups of the learning apps, active involvement in the courses during the online lectures.

Interest is inherent to an individual, it cannot be developed by using external forces. However teacher can play a great role in building interest among the students. According to Li’s hypotheses related to importance of interest factor in learning process in a class room, interest should match to the intellectual and emotional need of the student [5].

Based upon psychology, Chang opined that interest can be expressed in two ways, one is person’s intrinsic liking to something or someone and the second is the little variation among interest and intention, which are the basis of someone’s behavior [6]. According to Chiu although interest is inherent it can be enriched by outer forces [7].

Chen has expressed three types of interest involved in learning. The interest in learning could be personal, which is stable with minimum alterations, circumstantial interest related to emotional condition due to the use of hilarious activities and teaching resources and interest that changes the psychological status that a person shows immense interest in something without getting distracted by surrounding and concentrating on the factor responsible for the ignition of that interest [8].

Her opinion is interest can be developed in a classroom setting to bid important choices to learners by: choosing well-collected teaching resources; choosing variety and animated teaching resources; choosing teaching resource in which the students have prerequisite knowledge; inspiring learners to participate actively; providing necessary quick clues and reminders as needed by the student; using new and varied ideas; and assisting the teacher to become idol by displaying craving and curiosity for the subject he teaches. According to Lai, interest in learning is the choice of the individual, as he chooses one thing over other things may be due to positive impact on his psychological status during the interaction with the situation leading to development of intents of learning [9]. As per the suggested theoretical structure by Krapp, Hidi and Renninger learning interest has two divisions’ individual and situational [10]. As pointed by Schraw and Dennison, an individual is independent about a learning assignment which enables him/her to develop strong intentions to participate actively in solo decisions and control-oriented tasks [11]. There are 5 fundamental type of interest like individual, situational, latent, actualized (text and task based) and knowledge [9, 12].

Continuous education can be provided through e-learning but there are not much instructions. As well, providing learning materials was difficult for the instructors [21]. Following the transition of higher educational institutes from traditional teaching to distance online education, there is an advantage of setting flexible e-learning models [22]. Online instruction with quickly created materials has low student engagement, which may lead to low achievement in learning outcomes [23].

There are reports advocating the use of blended teaching (onsite and online) to meet the urgent need in Covid-19 pandemic with an objective to meet the vital educational needs by reducing the student volumes, making best use of the resource persons and technology infrastructure, this could orient the students to become lifelong learners [24].

4.8 Learning attitude of the student

The indicators of attitude factors are like, maintaining discipline, applying logics and showing confidence in problem solving exercises, sticking to the course schedule sessions, timely submission of assignment reports [5, 6].

There is a minor dissimilarity among students with high and low level of learning attitude in outcomes on online learning [25]. There is a remarkable positive alignment observed between attitude and teaching efficiency of physical education teachers of elementary school [26]. The best method to attract students attention during teaching is by encouraging competition embedded with novelty, variety and fun among the group [17]. Above method stimulates a feeling of honor and fidelity to the class from the learners as well. Likewise building relation among the parent and teacher, developing partnership providing animated instructional material and demonstrations have proved to develop teacher’s skills. In a pleasing and safe study environment encouraging group activities is the best way to activate multidimensional thinking, engagement, strong learning intention and attitude with improved comprehension skills. There is report that a remarkable positive correlation exists in the efficacy of teachers who integrate information technologies in teaching [27].

4.9 Instructional attitude of the teacher

In multicultural teaching program, the attitude of teacher is remarkably and positively linked to his teaching efficiency, which functions as an operative tool to assess and improve the efficacy [4]. According to Li instructional attitude of teacher teaching mother tongue has a considerably positive association with his/her sense of self-efficacy [28]. The instructor should encourage online discussion by raising how and why questions to achieve maximum learning outcomes.

4.10 Retention of content

Retention is one of the important component of knowledge outcome. Students face the challenge of retaining the course content in online teaching unless the concept is applied in real practice. Frequent formative assessment also helps the student in memorizing the information. Online threaded discussion is another way to retain the contents.

4.11 IT skills of student and instructor

The student and instructor need to have the basic skills and knowledge of computer like well aware of technical terms like browses, application software, icons, files, folders, documents etc. Use of keyboards, mouse, basic commands like copy, paste, save, rename, backup delete is essential for seamless learning and teaching. Student and instructor must be well versed with application of software like word, power point, excel. Good knowledge of accessing websites, making online search, creating accounts, creating discussion boards is important in online teaching. Using antivirus tools and basic cyber security aspects is also imperative.

5. Conclusion

There are several factors which affects the achievement of learning outcomes. Learning along with the peers in the presence the instructor can influence the behavior, attitude and motivation towards learning ultimately affecting the achievement of the learning outcome. In order to assure the achievement of learning outcomes, careful focus on the identification learning gaps in online teaching has to be done along with implementation of corrective measures to address them. The instructor should always initiate and encourage discussion with the students. Regular planning by the student to have discussion and communication with the instructor is essential to have successful online classes. One to one discussion with teacher and peers helps in understanding the concepts of the subject. Adequate prerequisite knowledge, motivation, learning hours and style, active learning, learning interest, attitude of instructor and learner, IT skills are important determinant of achieving the intended learning outcomes in online teaching.