Will virtual education transcend the pandemic?
With the confirmation of the first official case of Covid-19 in Bangladesh on March 8, the students of Dhaka University became apprehensive about the infectious nature of the disease in the context of university halls.
On March 16, when the government declared the closure of all educational institutions, students of various departments had already put in a request for classes to be cancelled, in order to vacate the halls and leave Dhaka for their respective hometowns.
It was at a point in time when universities around the world were transferring courses from in-person classes to online platforms — an abrupt pivot to online teaching and learning.
Communicating with my global community of linguists, it was evident that academics and teachers all around the world were facing an aggregate of similar challenges, and having to port over to online teaching almost overnight in order to complete ongoing semesters.
Various forums have been set up in this respect, with engaging discussions on teaching and troubleshooting, as teachers around the world are learning on the go and transferring to completely diversified platforms and approaches to teaching.
We are seeing changes in modalities in real time, that require creative teaching solutions to novel problems. It will be intriguing to see how this will serve as the next phase in the evolution of teaching.
In the context of Bangladesh, particularly in regard to public universities such as Dhaka University, the scenario was starkly different. As a student counsellor, I have been working with the chairperson of the Department of Linguistics to coordinate relief efforts for our students as they come from diverse socioeconomic backgrounds.
Many have parents who are day labourers, rickshaw drivers, hired farmers, etc, and many have lost their income source with the declaration of the nationwide general holiday. We have pooled together funds from faculty donations, the department welfare fund, the Dhaka University Linguistics Alumni Association, and the Dhaka University Teachers Association, and have been able to provide stipends to tide over families of students who have reached out to us for aid.
Our students are spread out all over the country, as the majority of students from our department come from outside of Dhaka, and the stipend has been sent to each student by bKash. Given this context, you would think that online teaching would be a moot point for our students; however, my own experience in this regard has been completely contradictory to this assumption.
A day before the closure of the university, when our students had already put in a request to cancel classes, I contacted the class representatives (CR) of the two courses that I have been teaching this semester, in order to gauge student interest regarding online learning.
As I was under no obligation to continue classes, my main objective was to keep students engaged in their lessons periodically, in an effort to prevent them from getting completely disconnected from their studies, and for the continuity of the learning process while introducing a new dimension, ie an online learning platform.
Another objective was to create teaching tools that would serve as supplementary to in-person classes in future, with a view of continuing the semester seamlessly, given unscheduled closures, and transfer the learning process to diversified platforms when necessary.
The students were enthusiastic and immediately expressed their interest for online learning. The fact that online learning was trending on social media might have also contributed as an impetus.
A mobile-centric apprach
My primary concerns at this point were focused on choosing a platform that could be implemented with minimum time-investment, be as inclusive as possible, and maximize participation by means of limiting the learning curve for tools and platforms involved.
In other words, following the line of least resistance in order to ensure maximum participation.
My first logistic decision was focused on hardware and connectivity, ie what kind of hardware the students have access to, as the choice of the learning platform can be hardware-dependent — in other words, the availability of computers and the internet for accessing learning materials that would be engaging and allow for remote evaluation.
Given the diverse socioeconomic backgrounds of our students, not every student has a computer at home, or even access to a computer in their hometown, let alone wireless internet access.
Interestingly however, due to the peer-pressure of social media for a generation that was born into the social media age, each and every student has a smartphone and a telco-based internet data plan, irrespective of socio-economic background. Therefore, my first logistic decision for online teaching was that it had to be mobile-centric.
The next teaching decision was centered on which platform to utilize, given a mobile-centric teaching approach. There are currently a number of interfaces available such as Google Classroom, MS Team, Jitsi, Zoom, Slack, etc that can be used for an online teaching-learning environment.
However, introducing a new interface meant introducing a learning curve, and having students familiarize with the platform itself. Since there was no scope for a workshop or for testing out interfaces, it was simpler to follow the line of least resistance by resorting to platforms students are already using.
My consideration was whether I can use familiar platforms, and whether social media can be used as a teaching tool. The most common social media platforms being used by my students were Facebook, Instagram, Messenger, WhatsApp, Viber, and TikTok.
As Facebook has a more webpage-like interface for organizing textual material than Instagram, and one that is also considered less personal for my students’ generation, it became the chosen platform.
As soon as I set up a course page with my CRs as my fellow modmins, my course students immediately joined the page and within a week I started lectures.
Synchronous vs asynchronous
My next consideration was whether I would teach synchronously or asynchronously. Since I chose the platform based on accessibility for students, I was at the mercy of the tools at hand. If I wanted to teach synchronously, I would have to set up “Facebook live” lectures at a particular time in the week.
However, given that our students are spread out all over the country with variable levels of connectivity, it was uncertain whether all students could be online at the same time. Therefore, in order to increase participation, I chose asynchronous teaching, in which I resorted to making lesson-based video clips that I posted on a weekly basis.
If synchronic teaching was a priority, then I would have chosen a different platform, such as Zoom or Jitsi, which allows for digital hand-raising, screen-sharing, and a number of other utilities, and would have had to assure internet connectivity for all students in a scheduled time slot.
As for the lecture videos, my lessons are topic-based. At first, I uploaded short clips based on open source linguistic resources from YouTube to see if students could view the video and if they could follow it. Then I created my own videos based on our lesson plan and uploaded them.
There are many different logistic considerations as well as teaching decisions in making lecture videos. Ideally, I wanted to make high-end screencast videos using online tools such as SmoothDraw, MS Paint, etc with the help of a tablet and stylus. This would result in high-end videos of lessons that I can archive and use as supplementary material in future.
However, making screencast videos is a very involved and time-intensive process. On the other hand, the fastest option was to simply record myself with my phone, while teaching on paper or a whiteboard — also the most low-tech option. Although the drawback in this approach is that it is not necessarily as engaging, it is still a viable option.
The middle ground
In the end, after some experimentation, I chose a middle ground by making a Powerpoint or Keynote slideshow, adding context-based animation and narration, and converting it into a video, and it was a much faster way of making lesson videos.
I limit each video to a time limit of 15-20 minutes, taking into consideration the attention span of students, plus the time it takes to make each clip and the upload time, which depends on the file size. The videos are, therefore, topic-based rather than class-lecture based. Each video is accompanied with a short assignment to see if students are able to connect to the content of the lecture.
It is also possible to make the videos available for a limited period of time in order to ensure that students watch them in the given time-period, instead of trying to cram them all in one sitting. Embedding the assignment in the video and making it heavily based on the respective lesson also compels the students to follow the course-plan.
The relevant reading material can be distributed as soft copies, and I have found that my students are very resourceful in collecting and distributing handouts and required readings.
In order to gauge student engagement, I posted short assignments embedded in the video that are based on the content of the lecture, so that students can connect to the lesson through practical work, and, at the same time, I can evaluate the learning outcome. I am happy to report the students are participating well.
In terms of the assignments, my first consideration was how students would submit assignments, since many are limited to a mobile phone interface and do not have access to computers. It would not be fair to expect them to type up homework on their phones. I therefore asked them to write it out with pen and paper and take a photo and submit the photo. It was the most low-tech option and ensured maximum participation.
The assignments are open-ended so that there is no concern of cheating. Students post the photos, they can see each other’s work, and learn from each other’s mistakes, and they can also see my comments on their work as feedback.
Assignments are therefore short, one or two pages, and posted on a weekly basis. This is also congruent with Dhaka University’s current requirement regarding continuous assessment.
One aspect of asynchronous teaching, which I considered as a drawback, was the lack of interaction. On a synchronous platform I would have been able to address questions in real time.
However, given that we teach in a traditional lecture method at DU, it was not a significant tradeoff per se, and I was able to deal with questions more extensively in the comments under the lessons, or in messages.
An alternative solution can be to set up an online group discussion, on a platform like Zoom or Google Meet, primarily to address questions following each lesson, and students can participate based on questions and issues. Recordings of these sessions can be made available to students that are not present synchronously.
Another low-tech option might be to host a Facebook Live session and address questions posted in the comments. As live videos on Facebook get recorded, students can always view these afterwards.
Although I have not administered any tests yet, given the nature of my courses, it would be possible to take open book tests with the current setup. Questions would have to be open-ended and involve critical problem solving and argumentation, rather than problem sets.
It can also be possible to do collaborative research work and evaluate students based on the work. As linguistics is a very new field in Bangladesh, there is plenty of scope for research and analysis that students can undertake at home. Such research outcomes can serve as a final paper for evaluation in lieu of an exam.
Although we have a semester system that is based on midterm and final examination evaluations, we do have provisions in the curriculum for a monograph as a final project, and this can be considered as an alternative to a final under these extraordinary circumstances.
For departments that require practical course work in terms of laboratory experience or fieldwork, there would have to be a temporary policy change to complete comparable work for the same percentage of grade.
Since it is not possible to substitute practical laboratory work or fieldwork remotely, as specialized apparatus is required and physical presence is central to the learning outcome, the comparable work is in terms of grading only, and not an actual replication of the learning format.
From my own experience, I can say that students are interested and enthusiastic about online learning. It adds a new dimension to the learning experience. It also opened up a new avenue of learning, as this endeavour to engage my students in online learning has served as a catalyst for my students to explore other online learning resources such as Duolingo, Coursera, EdX, etc.
As for my own course page, my students pointed out that the lecture clips have an advantage over class lectures, in that they can go back and listen to it a few times to understand the concepts being explained. Based on this observation, they have asked if similar topic-based lecture clips can be made available as supplementary material for every course, even when we have regular in-person classes.
This is indicative that online learning platforms are becoming an integral tool in the teaching and learning process, and one that we have to embrace, not only to complete pending semesters in an emergency pandemic situation, but to help catalyze the infrastructural upheaval required for DU to embark on the next phase in the evolution of higher education.
In the current crisis situation, we have to also consider students who have families that are struggling in terms of livelihoods. Some of my students have reached out for aid and for leeway regarding lessons and assignments. I have accommodated accordingly in order to be inclusive and continue the learning process in a time that requires compassion.
They have also said to me that the lectures and assignments help distract them from the pandemic situation and create a semblance of a sense of normalcy. It can also allow teachers to be in communication with students and give them advice regarding their mental well-being.
However, I personally feel that in order to conduct a fully online semester with a full course load, we would need to gauge the pressure accordingly. This could be managed by having longer semesters where the course load is more spread out with respect to the timeline, with flexibility regarding course policies.
These are, however, extraordinary times, and remote online learning requires creative teaching solutions and can serve as a roadmap for future investment — one that we can begin experimentally right now, and use as a learning opportunity to implement the machinery necessary to maintain academic continuity. My students have shown me in the last few months that remote teaching and learning for university coursework can be implemented effectively with very limited means.
Are public universities falling behind?
The grinding stoppage of the teaching process, however, that we are experiencing now, is extremely detrimental to students in terms of their academic and professional future. It is very sad that public university students are falling behind in their academic schedules, while their peers in other universities continue to move forward.
Universities around the world are making an effort to figure out creative educational solutions in a pandemic world so that students do not have to suffer the consequence of a stagnating academic career.
Opening up the campus for in-person classes in the near future will be difficult given the seating capacity of our classrooms, the risk of enclosed spaces, and the living conditions in student halls — as it is not possible to maintain the socio-physical distance as per the directives outlined by the Health Ministry.
At the same time, the academic calendar should not come to a grinding halt. We must find short-terms solutions to commence remote teaching and restart the teaching-learning process to complete our semesters, while planning for the upcoming semesters simultaneously.
Dhaka University has been able to successfully minimize the session jam that used to plague the university — an issue many of the faculty have experienced as students themselves. It would be extremely regrettable to regress into a session jam again with a backlogged academic calendar.
Online learning is perhaps an approach that we would have undertaken a few years down the line; however, the current pandemic situation is catapulting us into the future of teaching and learning the world over and Dhaka University should be part of that journey.
Going forward, a number of considerations can be undertaken for online teaching for Dhaka University, and public universities of limited resources:
In the current situation, mobile-centric teaching can be focused on for porting over to online learning immediately, and in the meantime, other more robust platforms for teaching and learning can be explored for long term investment.
For now, we can have remote workshops in order to immediately commence remote teaching and complete pending semesters. We can have a series of online workshops and tutorials for faculty through Zoom or Google Meet, to commence remote teaching as soon as possible with minimum logistics.
Just as we must make allowances for limitations for students in terms of logistics and access, similarly, we must take into account the probability for suboptimal implementation in terms of remote teaching, as it will involve a learning curve and variability in terms of digital fluency.
We need to recognize that this is an unprecedented crisis situation, and such remote emergency teaching is a short-term solution to an immediate problem. However, at present, it is a much-needed solution in order to keep the wheels of academia turning in public universities, while taking into consideration the health and safety of everyone involved.
Internet connectivity can be ensured by means of telco-based mobile data. We can provide stipends to students to cover monthly internet data. Every department has a database of students and their contact information and each department can disseminate the stipends using mobile financial services in accordance to the database.
Given that, in the current situation, students are still paying tuition and yet they are not using any university facilities such as libraries, seminar rooms, common rooms, computer labs, etc, it seems only fair that they can be given a minimum stipend for data in order to ensure online classes and continue lessons to complete the academic year.
Online or remote?
We must be careful to distinguish between online learning and remote learning. At present, the endeavour that I have undertaken is remote learning — a triage mode using minimum logistics to continue learning from a remote setup in order to complete the remaining syllabus.
The primary objective in these circumstances is not to recreate a robust distance learning system but rather to provide temporary access to course materials with an alternate delivery mode that can be set up with minimum time-cost and one that is contextually feasible.
Whereas, for online learning in the future, we can have long-term planning in terms of Learning Management Systems (LMS), courses modelled on Massive Open Online Courses (MOOCs), online evaluations, centralized servers, along with extensive workshops and training for faculty and students.
Ideally, in the long run, we can aim to have a central infrastructure for a hybrid system, in which we can combine traditional classroom methods with virtual learning, so that we can switch to online platforms completely whenever necessary to ensure academic continuity, given unscheduled closures.
In terms of long0term planning in a post-pandemic world, the university can invest in a closed source centralized LMS such as Blackboard or Canvas, providing faculty and students with passwords and logins to access materials. Course materials can be kept on security-protected department servers where students can access it with their unique login information.
The LMS can also be used for paper-free weekly evaluations as a means of implementing the requirement for continuous assessment. Online learning can be modeled on MOOCS that involve comprehensive and interactive online coursework and allow for automated evaluations.
Extensive training and workshops can be conducted as necessary in order to familiarize faculty and students with the various interfaces. A number of departments in public universities, including various departments in Dhaka University, have already created and implemented such resources.
If the universities ensure a centralized uniform system, then not only will the teaching-learning environment benefit from it, but we can then immediately utilize such a platform in the next emergency crisis situation.
With the world moving towards virtual learning platforms in tandem with traditional teaching methods, such long-term investment in centralized online teaching-learning systems will serve as a stepping stone for public universities to embark on the next phase in the future of education in Bangladesh.
We are living in unprecedented times where education at every level around the world is being propelled through a paradigm shift, with new modalities of teaching and learning. This global pivot to online learning is forcing educational institutions the world over to leap forward into the future, catalyzing the evolution of education.
We must ensure that public universities in Bangladesh make great strides to progress in parallel with this global educational reformulation and secure academic continuity for the future of teaching and learning.
Naira Khan is an Associate Professor of Linguistics at Dhaka University. She is also a member of Jagoree.
