Name Pratham Pratap Mohanty Saransh Khandelwal

Roll Number 1806 1819

Semester III III
Subject Sociology Sociology
ONLINE EDUCATION IN TIMES OF COVID-19: CHALLENGES FACED BY
TEACHERS

(Assignment towards the Partial Fulfillment of Evaluation in the Subject of Sociology)

SUBMITTED TO:

MRS. ASHA BHANDARI,

FACULTY OF SOCIOLOGY,

NATIONAL LAW UNIVERSITY, JODHPUR.

SUMMER SESSION

(AUGUST- DECEMBER, 2020)

Date of Submission: 5th October, 2020.

2
 I. PRELIMINARY SECTION

A. ACKNOWLEDGMENT

On the completion of this project, the writer of this project, takes the opportunity of thanking
the people who contributed in the completion of it, without whose aid, contribution and help
this project wouldn’t have seen practicability.

First, we extend our heartfelt gratitude to, our mentor and Professor of Sociology, Mrs. Asha
Bhandari, Faculty of Sociology, whose continuous guidance and support provided us with the
much-needed impetus and gave us a better insight into the topic. We are grateful to the IT Staff
for providing all necessary facilities for carrying out this work. We thank all members of the
Library Staff for providing us the assistance anytime needed.

We also thank our friends and batch mates for providing us the much-needed aid whenever
needed.

3
 B. TABLE OF CONTENTS

I. PRELIMINARY SECTION ....................................................................................................... 3

A. ACKNOWLEDGMENT ........................................................................................................ 3

B. TABLE OF CONTENTS ....................................................................................................... 4

C. ABSTRACT ....................................................................................................................... 6

II. INTRODUCTION AND RESEARCH METHODOLOGY .................................................................. 7

A. STATEMENT OF THE PROBLEM ......................................................................................... 7

B. SIGNIFICANCE OF THE PROBLEM ...................................................................................... 7

C. OBJECTIVES ..................................................................................................................... 8

D. STATEMENT OF HYPOTHESIS ............................................................................................ 8

E. ASSUMPTIONS .................................................................................................................. 8

F. LIMITATIONS .................................................................................................................... 8

G. DEFINITION OF TERMS/OPERATIONAL DEFINITIONS.......................................................... 9

III. REVIEW OF RELATED LITERATURE ................................................................................ 10

1. THE IMPACT OF COVID-19 ON EDUCATION; INSIGHTS FROM EDUCATION AT A GLANCE

2020, BY ANDREAS SCHLEICHER. ....................................................................................... 10

2. IMPACT OF COVID-19 ON EDUCATION IN INDIA, BY PRAVAT KUMAR JENA. ................. 11

IV. DESIGN OF THE STUDY ...................................................................................................... 13

A. DESCRIPTION OF RESEARCH DESIGN AND PROCEDURES USED ....................................... 13

B. SOURCES OF DATA ......................................................................................................... 13

C. SAMPLING PROCEDURES ................................................................................................ 13

D. METHODS & INSTRUMENTS OF DATA GATHERING ........................................................ 13

V. ANALYSIS OF DATA COLLECTED ...................................................................................... 15

A. TYPE OF AUDIENCE ........................................................................................................ 15

B. PROBLEMS FACED BY TEACHERS .................................................................................... 17

C. HOW THE DOUBT SOLVING & EXAMINATION TAKES PLACE ........................................... 19

4
 D. PROBLEMS FACED BY STUDENTS .................................................................................... 20

E. SUGGESTIONS BY TEACHERS .......................................................................................... 21

VI. SUMMARY: CONCLUSION & RECOMMENDATION .............................................................. 23

A. RESTATEMENT OF THE PROBLEM.................................................................................... 23

B. DESCRIPTION OF THE PROCEDURES ................................................................................ 23

C. MAJOR FINDINGS ........................................................................................................... 23

D. CONCLUSION.................................................................................................................. 24

E. RECOMMENDATION FOR FURTHER INVESTIGATION ....................................................... 24

VII. REFERENCE SECTION ..................................................................................................... 25

A. BIBLIOGRAPHY .............................................................................................................. 25

B. COPIES OF DATA COLLECTED ........................................................................................ 25

5
 C. ABSTRACT

The Covid-19 pandemic brought about significant changes in the field of education. The shift
from physical classrooms to virtual video conferences was faced by various roadblocks, which
affected not only the students but also the teachers too, equally. Teaching professional across
the world needed to adapt to an entirely new, technologically dominated, world of teaching,
with their limited or null resources. However, irrespective of these roadblocks, our teaching
professionals went forward to find creative solutions and acted swiftly to provide a unhindered
flow of knowledge to the students. This scenario, poses a question on the various loopholes
that exist in this system, the major problems faced by the teachers and their contributing factors.
This research work is aimed at collecting necessary data from the specified professionals and
understand the abovementioned aspect through sociological lens and thus determine the
readiness of our education model for any future disasters.

6
 II. INTRODUCTION AND RESEARCH METHODOLOGY

A. STATEMENT OF THE PROBLEM

The year of 2020 brought about one of the most unexpected situations of a pandemic, which
the entire world thought couldn’t return, with the advancement in technology and healthcare of
the 21st century. However, COVID-19 proved us all wrong. locked us up in our homes and left
people thousands of people to struggle with the change. One of such community which suffered
a massive hit was that of the teachers. Teachers, who are considered the very backbone of any
society, were faced with the challenge of continuing educational activities, without any
disruptions. While people from other professions somehow managed to turn their activities
online, teachers found it difficult to maintain the quality of education. Issues arising out of poor
network connection, students’ access to internet, sharing content online, maintaining student’s
interest and attention throughout the class, are some of the major issues posed in-front of the
educationalists. Additionally, the technical knowledge of the teachers wasn’t always as sound
as the time demanded or even many failed to get the necessary support from someone sound.
All of these led teachers to take various majors, some of which made headlines globally and
attracted applaud to their diligences and dedication. Many of them even took a further step
ahead to bring in creative ideas to keep the flow of knowledge undisturbed, even in the times
of a global crisis. Thus, the entire situation demands a thorough analysis of such roadblocks
faced by the educationalists, the solutions so adopted and analyzing the same through the lens
of sociology

B. SIGNIFICANCE OF THE PROBLEM

As this situation of a pandemic brought of significant changes in the entire education system
and witnessed heavy reliance on technology, the same poses a question on its feasibility in a
post COVID-19 word. A study of the same shall help us understand the human nature of
adoption to a change and analyze the loopholes in our education system and ways to keep the
system disaster ready, for future crises. In this research work, we aim to keep the audience of
our empirical study to teachers, both from schools and universities, and apply the tents of
sociology to understand how they exemplify the human nature of adoption to change, through
a sociological perspective.

7
 C. OBJECTIVES

The primary objectives and research questions of the study are to list down and understand the
roadblocks faced by teachers in imparting online education, the solutions adopted by the
educationalists to resolve such issues by studying the empirical data and analyzing the nature
of adoption through a sociological perspective. Additionally, the work aims to analyze the
loopholes in the educational system and its readiness for any future crises by studying the
loopholes and scope for further enhancement in online education, which shall be followed by
a brief opinion of the author. The same shall help us understand the change, its impact and
future preparedness of our educational model.

D. STATEMENT OF HYPOTHESIS

The work aims to analyze the drastic change that was witnessed by the educational sector in
this pandemic, by shifting from a completely physical to a virtual model. The authors aims to
analyze the major problems faced by the teachers in virtual classrooms and how these warriors
tackled them in such a demanding situation. These difficulties, the authors believe, can be
linked to lack of skill enhancement training offered to teachers and deficient access of
technology to the masses at large.

E. ASSUMPTIONS

For the research work at hand, as the author have relied on virtual questionnaire to acquire the
necessary information from the target audience of teaching professionals, it is necessary to
assume that the participants of the questionnaire had the necessary experience of teaching in a
virtual classroom. Further, it is assumed that empirical data collected using questionnaire and
interviews are truest to the experience of the participants and are not based on any
presumptions.

F. LIMITATIONS

As the author have relied on virtual questionnaire to acquire the necessary information from
the target audience of teaching professionals for the research work, the reach of audience is
limited because of the paucity of time. Therefore, the authors have to generalize the behavior
of the limited participants to the entire teaching community. Further, the work is strongly relied
on the experience of the participants, which includes virtual teaching hours, reach of students
and modes, which may not be fully verifiable.

8
 G. DEFINITION OF TERMS/OPERATIONAL DEFINITIONS

For the purpose of this empirical work, the following are the definition or interpretation of
terms which are commonly used.

➢ Online Education: Online education refers to various modes of teaching through virtual
means, which includes video lectures, audio lecture, notes over messaging platforms,
among others.
➢ Teachers: Teachers, for the purpose of this projects, includes any teaching professional
from the various sectors, including schools, colleges, universities, etc, among others.

9
 III. REVIEW OF RELATED LITERATURE

The section gives a brief review of some of the existing research on the discourse and related
issues, which helped the authors gain an understanding of the research question and helped
them in their analytical work.

1. The Impact of Covid-19 on Education; Insights From Education At A Glance

2020, by Andreas Schleicher.1
As we enter the COVID-19 recovery phase, it will be critical to reflect on the role of educational
systems and particularly vocational education in fostering resilient societies. The global health
crisis and the lockdown that followed have brought to the fore professions that have often been
taken for granted, renewing our awareness of their value to society. This has helped restore a
sense of esteem for those workers who have worked relentlessly during this time to keep
economies afloat. The outlook is very uncertain. But, if anything, the pandemic has exposed
our vulnerability to crises and revealed how precarious and interdependent the economies we
have built can be. Disruptions on the scale we have just witnessed are not limited to pandemics,
but may also result from natural, political, economic and environmental disorder. Our capacity
to react effectively and efficiently in the future will hinge on governments’ foresight, readiness
and preparedness. Through their role in developing the competencies and skills needed for
tomorrow’s society, education systems will need to be at the heart of this planning. This
includes rethinking how the economy should evolve to guard against adversity, and defining
the skills, education and training required to support it. Real change often takes place in deep
crises, and this moment holds the possibility that we won’t return to the status quo when things
return to “normal”. While this crisis has deeply disruptive implications, including for
education, it does not have predetermined outcomes. Ensuring that all young people have the
opportunity to succeed at school and develop the knowledge, skills, attitudes and values that
will allow them to contribute to society is at the heart of the global agenda and education’s
promise to our future society. The current crisis has tested our ability to deal with large-scale
disruptions. It is now up to us to build as its legacy a more resilient society.

1
Andreas Schleicher, The Impact of Covid-19 on Education: Insights from Education at Glance 2020, OECD (29th
August, 2020), available at https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-
education-at-a-glance-2020.pdf

10
 2. Impact of Covid-19 on Education in India, by Pravat Kumar Jena.2
COVID-19 has impacted immensely to the education sector of India. Though it has created
many challenges, various opportunities are also evolved. The Indian Govt. and different
stakeholders of education have explored the possibility of Open and Distance learning
(ODL) by adopting different digital technologies to cope up with the present crisis of
COVID-19. India is not fully equipped to make education reach all corners of the nation
via digital platforms. The students who aren’t privileged like the others will suffer due to the
present choice of digital platforms. But universities and the government of India are
relentlessly trying to come up with a solution to resolve this problem. The priority should
be to utilise digital technology to create an advantageous position for millions of young
students in India. It is need of the hour for the educational institutions to strengthen their
knowledge and Information Technology infrastructure to be ready for facing COVID-19
like situations.

Even if the COVID-19 crisis stretches longer, there is an urgent need to take efforts
on maximum utilisation of online platforms so that students not only complete their degree
in this academic year but also to get ready for the future digital oriented environment. The
concept of “work from home” has greater relevance in such pandemic situation to reduce
spread of COVID-19. India should develop creative strategies to ensure that all children
must have sustainable access to learning during pandemic COVID-19. The Indian policies
must include various individuals from diverse backgrounds including remote regions,
marginalised and minority groups for effective delivery of education. As online practice
is benefitting the students immensely, it should be continued after the lockdown. Further
detailed statistical study may be undertaken to explore the impact of COVID-19 on
education system of India.
COVID-19 has impacted immensely to the education sector of India. Though it has created
many challenges, various opportunities are also evolved. India is not fully equipped to make
education reach all corners of the nation via digital platforms. The students who aren’t
privileged like the others will suffer due to the present choice of digital platforms. But
universities and the government of India are relentlessly trying to come up with a solution to

2
Pravat Kumar Jena, Impact of Pandemic Covid-19 on Education In India, INT. JOURNAL ON CURRENT RESEARCH,
(30th July, 2020), available at
https://www.researchgate.net/publication/342123463_Impact_of_Pandemic_COVID-
19_on_Education_in_India.

11
resolve this problem. The priority should be to utilise digital technology to create an
advantageous position for millions of young students in India. It is need of the hour for the
educational institutions to strengthen their knowledge and Information Technology
infrastructure to be ready for facing COVID-19 like situations. India should develop creative
strategies to ensure that all children must have sustainable access to learning during pandemic
COVID-19. The Indian policies must include various individuals from diverse backgrounds
including remote regions, marginalised and minority groups for effective delivery of education.
As online practice is benefitting the students immensely, it should be continued after the
lockdown. Further detailed statistical study may be undertaken to explore the impact of
COVID-19 on education system of India.

12
 IV. DESIGN OF THE STUDY

A. DESCRIPTION OF RESEARCH DESIGN AND PROCEDURES USED

The authors of the present research work had adopted a structured qualitative method of
research to understand the change in the education system, problems faced by the teacher and
their subsequent solutions. To begin with, the authors designed a structured questionnaire
which contained statements relating to various stages of online education, focusing on a
teacher’s experience in handling a virtual classroom. The questionnaire covered a respectable
audience from various universities, schools and other educational institutions, including people
from different age groups. This was followed one-to-one personal interviews with some of the
prominent or experienced teaching professionals, which aimed at knowing the intrinsic details
of the change brought about by the pandemic. The collected data was then thoroughly analyzed
on various parameters, to determine a general pattern in the behavior or responses of the
participants. Concludingly, though generalization, a pattern was identified and compared with
the sociological theories to reach a conclusion.

B. SOURCES OF DATA

The data was collected using a questionnaire based on Google Forms, added with number of
personalized one-on-one interviews with teaching professionals. The said form was circulated
in groups of required experience and profession and got ample response to form a general
outlook on the behavior. The entire process took a time of 30 days.

C. SAMPLING PROCEDURES

The authors have done the sampling on a non-probability basis, as the question of research
required audience from a specific profession with adequate experience in online teaching. The
audience for the research was carefully chosen by the authors, which included teachers and
professors from various universities and schools, across india.

D. METHODS & INSTRUMENTS OF DATA GATHERING

The researchers used the following methods to collect the necessary data for the empirical
work:

1. Structured Questionnaire: The authors prepared a series of questions in the form of

statements, which were followed by options, to determine the degree of agreement of

13
 the participant with the statement, in context of his/her experience. The said
questionnaire was circulate through virtual platforms, and targeted a specific group of
people.

2. Interviews: The authors conducted number of personal interviews with some of the
most experienced professionals from the field, which included university professors
and school teachers. The one-on-one interviews helped to fill the gap generated from
the questionnaire and the analysis done by the researchers thereof.

14
 V. ANALYSIS OF DATA COLLECTED

A. TYPE OF AUDIENCE

The target public of the survey was the teaching faculty of different schools and universities
covering under graduate and post graduate courses. The survey was conducted among 75
teachers which included 34 teachers from schools, 28 from Undergraduate courses and only 13
from Post-Graduate courses which means 45.3% of the public was from schools and 56.7%
from Universities. As we all know that perspectives changes as per the gender also so keeping
in mind this criterion, we have tried our level best to keep the sex ratio at par with ratio of 13:12
between female and male respectively. To understand the perspectives of teachers from diverse
institutes of the country a total of 40 institutes were chosen with major focus on Maheshwari
Public School, Jaipur and Shri Sathya Sai School, Cuttack. Majority of the age group that the
audience fall into is between 34 – 49 that consists 57 out of 75 people.

The following table is based on three criteria.

• The gender of the audience.

• Whether they belong to school, undergraduate or post-graduate.
• The age group they belong to.

GENDER MALE FEMALE CATEGORY SCHOOL UG PG

NUMBER 36 39 NUMBER 34 28 13

PERCENT 48% 52% PERCENT 45% 37% 18%

AGE <33 34 – 37 38 – 41 42 – 45 46 – 49 >50

GROUP
NUMBER 9 15 13 16 13 10

PERCENT 12% 20% 17% 22% 18% 13%

To understand the age criterion followed in the survey more precisely, a separate graph is given
below. We can see in this graph that most of the teachers were in the age group of 34-36 and

15
43-46 and majorly all the audience covered was between 20-56 age. So, the focus audience was
neither too old nor too young.

16
 B. PROBLEMS FACED BY TEACHERS

It has been a total turnaround in the teaching system of teachers during this pandemic where
they have to teach at such a platform with which either they are not familiar or comfortable.
To understand the problems that the teachers are facing we asked various questions in the
survey.

Whether they have sufficient computer knowledge and IT skills to conduct the online lectures
to which approximately 70% people had a positive response and 19% a neutral one and only
11% agreed that they faced some technological difficulties. So technology did not cause
much of a problem during the pandemic.

The next thing that was asked in the survey was, whether the teachers preferred doubt solving
at online platform or in person. As in solving the doubt teacher does not only need to answer
the question but also has to judge if the student understood it or not. To this question 64% of
the people had a negative response that they prefer doubt solving in person only while 25%
people also gave a positive response and others were neutral on this question.

17
A question was asked from the teachers, Whether Online environment takes more time than
a face-to-face class to effectively accomplish. To this question 35% people highly agreed and
37% people agreed and only 17% people preferred online classes in this scenario and the rest
were neutral on this topic. This specifies that majority people think that online environment
takes more time than face-to-face class.

It was also prevalent that students tend to create nuisance in the class by either changing their
names or they login from different ID or they provide the links to their friends and then either
abuse the teacher or run some songs during the class or start asking weird and personal
questions or create some other indiscipline. So, we asked some suggestions from the teachers
as to what measures should be taken against students who create nuisance in class to which
50% people said that a 20% decrement in marks will do the need full and 34% felt that a fine
will be more apt and the rest thinks that strict action like rustication of either a month or a
whole year should take place.

Dislike for Online Strongly Disagree Neutral Agree Strongly

Environment Disagree

Number 0 13 8 28 26

Percentage 0% 17% 11% 37% 35%

Punishment for 20% Marks Relevant Rustication Rustication Total

Nuisance Decrement Fine of 1 Month of 1 Year

Number 38 26 9 2 75

Percentage 50% 35% 12% 3% 100%

18
 C. HOW THE DOUBT SOLVING & EXAMINATION TAKES PLACE

To understand how the teachers are solving the doubts of the students and how they prefer
conducting examination we asked them two questions. Firstly, how do you solve the doubts of
students to which 33% people opt for solving the doubts in the class itself while 37% keep
separate doubt sessions, 20% ask students to send doubts via E-Mail and only 9% have a
separate WhatsApp group for the same. So, the major doubt solving is done either in the class
or in a separate doubt session.

Secondly, how they prefer conducting exams in online system to which majority teachers did
not stick to any particular option and approximately all 5 options were chosen at equal rate. In
the survey 24% people chose conduction of online exams over online forms, 23% chose written
test via Mail/WhatsApp which would be proctored while 16% chose un-proctored written test,
18% chose asking for assignments and 19% preferred asking questions question’s in the class
itself and not conducting any separate exam.

19
 D. PROBLEMS FACED BY STUDENTS

To understand teachers viewpoint on the problems that students face during online classes we
asked them that what is the major problem that students face, in response 43% feel lack of
proper internet connection and 33% feel that students feel shy during online class are the major
2 problems that students face and rest 24% think that distractions from family members and
not having a proper device to take classes also cause problems to students. As lack of internet
connection is the major problem so as to understand it better we asked them another question
whether Online Education is NOT a good alternative as everybody doesn't have access to
internet and smart devices to which 45% people agreed and 32% strongly agreed and only 7
had a negative response on this and they think that lack of internet connection is not problem
that any student might face and the rest 16% did not had a say in this and stayed neutral

Problems Number Percentage Not a good Number Percentage

alternative
Distractions 12 16% Strongly 1 1%
from Disagree
Family
Not Having 6 8% Disagree 4 6%
a Device
Feel Shy to 25 33% Neutral 12 16%
ask Doubts
Lack of 32 43% Agree 34 45%
Internet
Total 75 100% Strongly 24 32%
Agree

20
 E. SUGGESTIONS BY TEACHERS

To improve the condition of online teaching some suggestions were asked from the teachers
,who were the most involved in the process of teaching, so that those suggestions can be
implemented. The first question asked by the teachers was whether a training session should
be conducted for the teachers on conducting of online lectures so that the problem they were
facing in understanding the technology used in conduction of classes can be solved. In response
39% teachers agreed in conduction of training session and 28% highly agreed to it, 24% stay
neutral to this and only 9% people were not in favour of conducting a training session.

The next question asked from the teachers was whether during online sessions, give proper
breaks so that the students will have the time to think about the topic and frame their questions
as doubts. The suggestion was agreed by 51% people agreed and 37% highly agreed, 6%
stayed neutral, and the rest 6% did not agree on the suggestion of giving breaks during online
session.

21
 The next suggestion sought was whether the conduction of online lectures should be continued
with conventional lectures even after COVID-19 pandemic is over. 57% people opposed the
suggestion and 22% were neutral while. The suggestion was supported by 23% people only.
So majority was not supporting online session after the end of pandemic.

Another suggestion sought from the teachers was that what measures can be taken to make
online sessions interesting and not boring as the pandemic has affected the mental state of
students very negatively so cheering them up a bit while also doing studies will give them
some relief. 35% people think that giving breaks during the class can do the need full and the
students will not feel bored, 29% that instead of giving breaks the sessions itself should be
kept short so that they get some time to do some entertainment, 21% thinks that cracking
some jokes would be best for cheering them up and not make them bored whereas 15% people
thinks that these measures are of no use

Online Lectures Strongly Disagree Neutral Agree Strongly

after COVID Disagree Agree

Number 18 25 16 13 3

Percent 24% 33% 22% 17% 4%

Make Sessions Short Short Crack Jokes Other Total

Interesting Sessions Breaks

Number 22 26 16 11 75

Percent 29% 35% 21% 15% 100%

22
 VI. SUMMARY: CONCLUSION & RECOMMENDATION

A. RESTATEMENT OF THE PROBLEM

Covid-19 brought about major changes in the very livelihood of the people, across the world.
One of the most affected sectors include education, which had to go through a drastic change
to adapt to the situation of a pandemic. The last few months saw out education system shift
from physical classrooms to a completely virtual setup, which was heavily dependent on the
technology at hand. The change required adaption to technology by all the professional,
irrespective of their age or technical know-how. This led to popping out of series of problems,
which were bravely dealt with, by our teaching professionals. Thus, a questions arises on which
were the major issues faced by such professionals, how did the tackle the same and what were
the various factors or loopholes in our system which led to such problems. This work, therefore,
aims at understanding all these limbs and finding a general pattern so as to highlight the
loopholes in the system, which need to be addressed, so as to check the readiness of our
education model for any future disasters.

B. DESCRIPTION OF THE PROCEDURES

For the research work, the authors first formulated a structured questionnaire which contained
specialized statements to determine the agreement of a participant to it, based on their
experience. The said questionnaire was circulated among people from a specific group, which
had necessary online teaching experience and were of various age groups. This was followed
by a series of personal interviews with most leading professionals from the field, and aimed at
gathering the details of their experience in a virtual classroom. The collected data was
thoroughly analyzed and put through number of sociological theories to derive a pattern, which
helped the authors reach their conclusion.

C. MAJOR FINDINGS

The major findings from the survey are that this turnaround was a havoc in the life of teachers
as we get to know from the questionnaire that though most of the teachers had the knowledge
of technology but still there were some who were unaware about it. Once they get to understand
the process, they not only have to do the teaching but also doubt solving and more than half
the teachers think that doubt solving in person is better than in online lectures. As we know the
students are mischievous and always create nuisance in the class so half the teachers suggested

23
that a 20% deduction in marks would be a suitable punishment, even after all this the teachers
are trying to make the class interesting for students and keeping them away from boredom for
which some crack jokes in the class and some gives short break and some keep the sessions
short.

D. CONCLUSION

First of all, the hard work of teachers is commendable as surrounded with so many problems,
trying their level best they have adapted to the online system with which they were not familiar
at all. This sudden shift of teaching on online platforms without any technological
understanding among some teachers and students is problematic so some training about the
skills and understanding should be provided to both. As some students login from fake ID’s or
provide links to their friends for creating nuisance so platforms which require teacher’s permit
to login the class should be used for taking classes. One think that should be kept in mind that
this is not the last time that due to some pandemic institutes are to be closed so authorities
should be prepared with a back-up plan such that everything does not take place all of a sudden
and everyone can adapt with the process.

E. RECOMMENDATION FOR FURTHER INVESTIGATION

The authors of this research work believe that there is enormous scope of research in this
discourse. Due to the paucity of time and resources, the present work was limited to a small
audience, and thus should be extended to a larger scale, so as to gather diverse views of the
people involved in teaching profession. Moreover, it is recommended that more subjective
questions should be put forth in front of the participants, so as to provide them complete
freedom to share their experience. The collected data should then be thoroughly analyzed so as
to either confirm the findings of this research work or further add a new dimension to it. Any
furtherance of this work shall not only be beneficial for the teaching community, but shall us
prepare out education systems for any future disasters.

24
 VII. REFERENCE SECTION

A. BIBLIOGRAPHY

1. Andreas Schleicher, The Impact of Covid-19 on Education: Insights from Education at

Glance 2020, OECD (29th August, 2020), available at
https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-
education-at-a-glance-2020.pdf
2. Pravat Kumar Jena, Impact of Pandemic Covid-19 on Education In India, INT. JOURNAL
ON CURRENT RESEARCH, (30th July, 2020), available at
https://www.researchgate.net/publication/342123463_Impact_of_Pandemic_COVID-
19_on_Education_in_India.
3. Garima Singh, Challenges for Teachers in the Era of E-learning in India, SCHOLEDGE
(10th September, 2020), available at
https://www.researchgate.net/publication/297893486_Challenges_for_Teachers_in_th
e_Era_of_E-learning_in_India.
4. Mathew C. Ninan, Teachers: Step up to the challenge of online teaching, DECCAN
HERALD, (4th June, 2020), available at https://www.deccanherald.com/opinion/in-
perspective/teachers-step-up-to-the-challenge-of-online-teaching-845761.html.
5. Sandra m. Fernandes, Teachers face challenges as online classes gather steam, THE
TIMES OF INDIA, (5th June, 2020), available at
https://timesofindia.indiatimes.com/city/bengaluru/teachers-face-challenges-as-
online-classes-gather-steam/articleshow/76201847.cms.
6. Edeh Onyema, Impact of Coronavirus Pandemic on Education, JOURNAL OF

EDUCATION AND PRACTICE, (15th May, 2020), available at

https://www.researchgate.net/publication/341787426_Impact_of_Coronavirus_Pande
mic_on_Education.

B. COPIES OF DATA COLLECTED

➢ The copy of the data collected by questionnaire can be accessed through the below link:

https://docs.google.com/spreadsheets/d/1j09sf2i3zBFH2DhzjWRx8DvFK3Yzix61s7jmH0SY
CAw/edit?usp=sharing

25
 ➢ The copy of the interviews conducted by the authors can be accessed through the below
link:

https://drive.google.com/drive/folders/1rMG97m5N_VkJXgWqKehZI3Y56PpMrsLy?usp=sh
aring

------xxxxx------

26