Berita

By Dr. Noor Lide Abu Kassim --

IN the midst of the Covid-19 pandemic, online learning has taken centre stage. It is seen as the best alternative for emergency remote learning, given the massive global lockdown. However, with the rush to embrace online learning to ensure education goes on, several important concerns have been overlooked.

Real learning has been missed out; learner readiness for independent and self-learning, as well as teachers' wellbeing and readiness for online learning have been ignored by many.

We need to learn from countries such as Australia where children in the great outback have no other alternative but remote learning. Their educators recognise that remote learning is no easy task and it requires careful planning and extensive support.

Personal interaction through phone calls is mandatory to keep motivation high, as well as ensure students feel supported and get the help they need. It also requires tremendous effort on the part of the learners, their parents and the community. This is not something that can be done overnight.

Keeping this in mind, it is unfortunate that teachers who are treading the online waters with great caution and trepidation, cognizant of their lack of readiness to effectively deliver lessons and to ensure that their students can cope with the "new normal", are labelled as laggards, who need to change their mindset.

We have to be careful in chastising them, as well as expecting them to turn their F2F (face-to-face) instructional contents and assessments ready for online delivery, overnight.

To make education equitable for all, every learner should be ensured access to instructional materials, feedback and support they need to succeed.

How do we ensure equity if we use a delivery mode that is accessible only to some and not others, even if they make up a small minority? Sensitivity to the needs of all must be considered. We cannot leave behind those who are out of reach and financially challenged, expecting them to catch up once things return to normal. We must give our learners time to adjust to independent self-learning and for our teachers to cope with the new expectations.

To some extent, these concerns have been voiced out. However, one important matter that has not received due justice is the place of F2F instruction in education. Never has F2F instruction received such a bashing, blamed for almost everything done wrong, from the focus on teacher-centred teaching, the lack of experiential learning, not accommodating learner differences and learning styles, to backwardness.

Nothing seems to be good about F2F instruction, although it facilitates close meaningful interaction among students in collaborative or cooperative learning, instant feedback for all, as well as integration of technology in the teaching and learning process. Just by glancing at the confused faces, teachers know how their students are doing and the help they need. More importantly is how F2F interaction helps build confidence, motivation to learn, and develops good desirable human characteristics and values.

This happens more readily through F2F interactions than any other way. Higher education has been talking about future-ready graduates and sustainable education for some time.

It has been rallied to prepare tertiary students to expect uncertainties and be able to adjust and adapt. Covid-19 is one of those uncertainties and it requires more than what online learning can deliver. It is learning to be and to live together, which F2F interactions bring with them. Inclusivity in the same learning space, as well as learning about respect and compassion. Learning not only to know and to do, but also how to live together. Covid-19 is a time for us to learn about living together, sharing and helping others in need while we are in the same precarious position, clamouring for the same yet limited resources. Learn to care for humanity, the purpose of our existence, realities of life, building resilience and brotherhood.

Our conception of education has to be broader and more meaningful than what it is today. Its primary purpose should not be about human capital for the industry. It is to teach us the meaning of humanity, its purpose and preservation. Without this, humanity cannot survive. And I don't think online learning can take on that. However, meaningful F2F instruction stands a very good chance at humanising education.

The writer is Professor of Kulliyyah of Education, Director, Centre for Professional Development and Editor-in-Chief, IIUM Journal of Educational Studies (IJES), International Islamic University Malaysia

Source : https://www.nst.com.my/opinion/columnists/2020/04/587290/distance-learning-must-learn-face-face-approach