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Distance Education during and after COVID-19: Long Road Ahead for Sri Lanka

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In what has been recognised as the world’s largest educational crisis, the spread of COVID-19 has resulted in a record number of students being forced to stay away from schools and universities. According to data from the UNESCO Institute for Statistics , at the peak of the pandemic’s first wave in mid-April 2020, over 190 countries had implemented nationwide closures, affecting more than 90% of the world’s student population.

Interruptions to education can have long-term implications, beyond mere losses in learning, including increased dropout rates, loss of nutrition, and reductions in future earnings – the effects of which are disproportionately experienced by the more vulnerable. Deepening inequalities is particularly concerning at a time when economies are embarking on the decade of action to meet the 2030 Sustainable Development Goals (SDGs), with the overall aim of leaving no one behind. Providing equitable access, however, is not enough; the SDG focusing on education also stresses the importance of ensuring “quality education leading to relevant and effective learning outcomes.” Achieving such goals becomes all the more challenging in a distance learning environment.

Sri Lanka is no exception to these realities; the country shut down schools and universities nationwide on 12 March 2020, with alternative means of education being carried out in various capacities. Although a gradual reopening of schools was initiated in early-July, this week has seen a temporary closure again, amidst concerns of a possible second wave. This blog examines the effectiveness of distance education in Sri Lanka, from the perspectives of inclusion and quality, and explores policy measures that can deliver and sustain more equitable and effective learning outcomes, beyond COVID-19.

Inclusiveness of Distance Education

In many Sri Lankan public schools, learning during the pandemic has mostly occurred via online channels, with teachers sending large volumes of material as PDF documents to students via WhatsApp and Viber. However, recent survey data indicate that in 2018, only 52% of Sri Lankan households with school-aged children owned a smartphone or computer – essential for online learning – and only 40% had an internet connection, primarily via mobile phones (Figure 1). This means that less than half of all households in Sri Lanka can benefit from e-learning opportunities.

There has also been limited use of other distance education channels, such as television and radio, to which students in rural areas have relatively more access (Figure 2).

Quality of Distance Education

Teaching online requires specialised skills such as knowing how to conduct classes in a virtual environment, the training for which is currently lacking in Sri Lanka. Distance teaching also necessitates equipping students with tools to learn independently – as opposed to note-dictating methods – in the absence of face-to-face interaction. Apart from problems with the bulk transfer of material and difficulties associated with reading and absorbing content from a phone screen, the current practice of sending large volumes of material via WhatsApp and Viber is problematic, as it reinforces teacher-centred education, where students merely absorb what is spoon-fed to them. In such a setting, achieving effective and relevant learning outcomes is difficult.

Way Forward

Given uncertainties surrounding the complete eradication of the COVID-19 pandemic and the possible occurrence of future crises, distance education might be here to stay. Sri Lanka, therefore, needs to take rapid and decisive action in improving the delivery of equitable and quality remote learning opportunities. Below are some policy measures that Sri Lanka’s Ministry of Education can consider, drawing from international examples where relevant.

Safeguarding Education Equity

The eventuality of continuing with online education in the future calls for increased accessibility to online platforms by lowering associated costs and building infrastructure. However, a more dedicated effort to expand other forms of distance learning is also crucial to reach the poorest students. Efforts taken by the Kerala State Education Department to ensure that all children are engaged in learning, provides a good example. Online classes are made available on a government-run education channel and YouTube, while a microfinance scheme has been set up to provide 120,000 laptops to those who lack them. Online lessons are also broadcasted on a dedicated television channel to cater to students without access to the internet and devices. Additionally, to reach students’ households where no televisions are available, the State plans to set up 50,000 ‘Neighbourhood Study Centres’ in selected localities resourced with a television, through which educational programmes can be aired. These efforts are also supplemented by textbooks and printed material delivered to students’ homes.

Improving Education Quality

An optimistic view argues that COVID-19 has disrupted an education system that was already losing its relevance, thereby presenting an apt opportunity to bring about critically-needed education system transformations, particularly in the context of the emerging technology-driven Fourth Industrial Revolution (4IR). Online education can take the lead in creating more effective methods of teaching and learning, including avenues for teachers to engage in collaboration and professional development, and fostering independent student learning and a wider range of cognitive, social, and emotional skills which the 4IR demands. This is an important opportunity for change in Sri Lanka’s content-heavy examination-focused education system.

Such a transformation calls for substantial revisions to teacher training programmes to include content on best practices in online and other distance teaching methods, based on well-researched evidence. Public-private partnerships are also key in providing technical guidance. The Chilean Education Ministry, for example , collaborated with Google and Fundación Chile – a technology company focusing on technology innovation and implementation – to provide access and technical support to assist teachers in organising course content, grading assignments, and communicating with students.

Leveraging the Dividend in Innovation

Moreover, to capitalise on opportunities presented by COVID-19 to build-back-better, factors contributing to past successful innovations need to be examined, looking at how such capacity can be sustained going forward. For example, Sri Lanka’s positive experiences with virtual and blended learning in smart classrooms need to be promoted and further expanded. Doing so calls for a substantial boost in education-research budgets from existing meagre levels, while mobilising support for innovation requires strong communication – by all education stakeholders – of the need for change, via policy forums, awareness campaigns, and media outlets.

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Impact of COVID-19 in the Sri Lanka education system

 Education is the most important weapon

In that respect, the government of Sri Lanka has long played a major role in improving the quality of education in Sri Lanka. Also, Sri Lanka is one of the leading countries in providing free education from villages to cities. Through this education system, many students have built their careers on the path of progress. In addition, it is very useful for every student from preschool to university. Classroom activities, direct lessons, dedicated teachers, and government regulations are the main reasons for this achievement in Sri Lanka.

Effects of the new normal situation

The COVID-19 which has been plaguing the world, since last year is also having many repercussions in Sri Lanka as well. Everything has positive and negative sides as if there are two sides to the coin. However, this COVID-19 causes many negative impacts on the Sri Lanka education system. This new normal encourages mainly online learning.

Limitations of the online learning in the Sri Lanka education system

The impact of COVID-19 has created an opportunity for students to study online. Although this online education allows students to learn about new technology, it is less effective than direct education because students will not be under the direct supervision of the teacher. The furthermore main issue during taking online classes or lectures is poor networking due to this so many students and teachers are affected. Many poor students are unable to get education properly due to the absence of smartphone, laptop facilities in their homes during this pandemic situation. Thus, education reaches only a few students.

Online learning process

As well as this pandemic is provoking child employment. It directly affects the children ‘s life. This COVID-19 has a negative influence on university students’ careers. It has increased the time taken for university students to receive a degree. Students or learners are prone to many health problems like visual impairment, laziness, and spinal pain as they engage in online learning mostly. and it stimulates some mental issues among students, teachers, and parents as well. In this pandemic situation, students interacting with their society become very poor. Also, students’ writing and reading skills and habits are declining these days. Relationship bonds are weakening because there is a situation where it is not possible to spend time with families despite being with them. The adage is that “setting up a school is more massive than setting up a thousand prisons ”, this well illustrates the need for schooling.

The school direct education system teaches students good habits, cultures, and extracurricular activities along with their studies, but online learning can’t encourage these chapters properly among people.

 The positive effects of online education in Sri Lanka

However, Online learning is the best solution to face the challenges of COVID-19. And it is enhancing student education in this COVID -19 pandemic Because there are no other substitutes. Also, This virtual learning help to make a good relationship between students -teachers during the lockdown. And E-learning is an efficient way to deliver lessons via tools like PDF, Video recording, podcasts. And it provides accessibility to time and place. Also, its affordability means the reduced financial cost like traveling and food, etc.

As well as many teachers  volunteering to teach students online for free. Hence, we need to understand the situation and adapt ourselves accordingly. All Sri Lankans must make proper use of available resources and, contribute to the development of Sri Lanka.

Therefore, it is best to take full advantage of the benefits of online education. It makes effective use of this pandemic.

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A good read.

nice explain

This is some GREAT words!!!!👏❤️

It’s very useful in our education Thank you so much.

very good document

A good article on online learning .

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COVID-19 and online education in Sri Lanka: Can we do it better?

Wednesday, 16 June 2021 00:00 -     - {{hitsCtrl.values.hits}}

Students need to be able to grasp the key concepts without being overwhelmed with content. Just like excessive content is a major ‘turn off’ in any presentation deck, the same applies when it comes to online learning as well, irrespective of the type of platform used

1. Converting the entire textbook online  Online education is all about SMART content. Students need to be able to grasp the key concepts without being overwhelmed with content. Just like excessive content is a major ‘turn off’ in any presentation deck, the same applies when it comes to online learning as well, irrespective of the type of platform used.  Teachers need to place extra emphasis on optimising content to fit multiple devices such as laptops, desktops, tablets and smartphones since all of these are used in the current context and no student should lose out due to the type of device that they use.  The author has also personally seen some teachers reading out the textbook word by word during the classes. Whilst this may work in face-to-face learning environments it is arguably not the case in online learning due to the greater potential of ‘boredom’ associated with having to listen to a class where the teacher repeats the textbook. 

2. Evaluations, tests and exams means that students are learning Surprisingly, some schools and academic institutions are of the view that the only way to ensure the success of online learning is by having regular evaluations, tests or exams to gauge the knowledge of students. These institutions are using the results of these evaluations/tests to derive the cumulative marks or results of students for that particular academic term. As we know students are severely missing out on social and peer level interaction that is an integral part of learning. There are many case studies across the globe on the psychological impact of COVID-19 on students due to disruptions in regular schooling patterns. Hence, applying unnecessary pressure and stress through haphazard evaluations are counter-productive to a positive learning environment.  Teachers and academic institutions need to realise that there is no real necessity to have a school grading system to select the first, second or third in class, etc. during these times especially for Grade 1 to 10. The typical end of the term exams should be sufficient (if it still viewed as essential). The objective should be to get students to enjoy the learning environment and ensure their psychological wellbeing. 

3. Engage students and encourage interaction  Student engagement is crucial when it comes to online learning. Rather than trying to achieve this through evaluations or exams, teachers and academic institutions need to focus more on developing more appealing content, creating a fun atmosphere and encouraging participation. Some schools around the world are looking at areas such as ‘Gamification’ to deliver better learning outcomes. Similarly in a local setting teachers can use MCQs and other online tools to ensure they engage their students. Allowing students to research on particular themes and develop an essay or explain to the class can also help improve their creative and speaking skills. Periodically asking students to on their ‘video’ can also get students to be more focused on the overall learning and knowledge transfer process. Majority of the less-effective teachers in this so-called ‘new normal’ have been the ones who resisted change, exemplified inability to adapt to technology and more importantly did not have the positive mindset.  Teaching is one of the most noble professions in the world. Hence, as a teacher if you are unwilling to change, then you are definitely doing more harm than good to society since these students are the future of the country and the authors of our economic narrative.  The above tips might be totally irrelevant for students or academic institutions which are really struggling to get on board the online learning philosophy due to economic and infrastructure related issues. As citizens we can all play our part to help such students to the best of our ability. It is not an expenditure, rather consider it as an investment for the future with a real positive impact.  It is surprising the mainstream television channels have not done enough to democratise the learning content to help the less-privileged children. Maybe the economic returns are insufficient from their point of view and their commitment to social responsibility rather exposed. However, that is a debate for a later date.  As a parent and academic lecturer, the author of this article is of the view that the above outlined three tips if implemented appropriately will no doubt help improve the overall learning experience. Online learning will play an important role in the ‘new normal’ and every stakeholder in this ecosystem should be willing to embrace change both now and in the future.    

(The writer is an Entrepreneur, Board Director and Associate Professor in Business Strategy.)

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Online Education & E-Learning growing in Sri Lanka. 70% of students faced connection issues

Posted by admin | May 23, 2021 | News | 0 |

Following sri lanka’s government requests, several media organisation have started online, electronic media and distant education programmes for students, who are engaging in a long vacation following the Coronavirus outbreak to continue their studies.

At a recent meeting Education Minister requested from media to assist the education activities of students by telecasting and broadcasting educational programmes. Sri Lanka Rupavahini SLRC launched  two educational channels  (Channel Eye and Nethra Tv). The Education Ministry will guide and monitor the programme.

Following the Coronavirus outbreak, which has become a threat to the entire world, the entire student community from kindergarten to university is at home as no education institute is functioning.

The global online education market is projected to witness a 9.23% annual growth during the forecast period to reach a total market size of USD 319.16 billion in 2025.

Increasing penetration of the internet in many regions across the globe is a major factor driving the market growth. Growing adoption of cloud-based solutions coupled with huge investments by major market players towards enhancing the security and reliability of cloud based education platforms, are further increasing its adoption among the end users.

What are the best “Online Education” / “E-Learning” websites in Sri Lanka ?

1.  Guru.lk

2.  e-thaksalawa

3. Nenasa App – available on the Google Play Store

4. Dialog ViU App – available on the Google Play store and App Store

In a time when Information Technology is the lifeblood of the global economy, the sector which is keeping alive those businesses which are able to adapt to remote function during the COVID-19 lockdown, it seems fitting to recognise those which have shown themselves to be the Best among the best in Sri Lanka. 

The ICT Industry in Sri Lanka has seen a rapid expansion in the last 5 years, rising to become the country’s fourth largest export earner with a goal of becoming a $ 5 billion industry by 2022.

According to an Asian Development Bank report last year, Sri Lanka made a remarkable transition to online tertiary education during the COVID-19 pandemic. Nearly 90% of student respondents were able to access online education, according to students surveyed.

However, the report said lack of laptops and consistently stable, high-speed internet access were the most significant challenges for students. More than 70% of students faced connection issues during online teaching and learning. The government has not addressed the issue, students says.

Several private universities already started online classes for their students.

Sri Lanka Technological Campus ( SLTC ) has taken an initiative to minimize interruptions to academic engagements and student life in general, of its university students. SLTC has made arrangements to conduct all its academic activities on virtual platforms and request the students to stay away from the university premises until further notice. The online activities will include the delivery of lectures and tutorials as per original schedule, practicals on stimulated platforms, submission of assignments , continuous assessments, and other academic support activities scheduled on the academic calendar.

The Sri Lanka Institute of Information Technology ( SLIIT ) opened the doors for all their students from all five faculties of the university, to attend a virtual campus on the 18th of March this year, creating a milestone in the history of higher education in Sri Lanka. SLIIT has joined top universities of the world in moving to online delivery of their lectures. Harvard, MIT, Princeton, Columbia, the University of Rochester and the State University of New York are some institutions that have already moved their campuses to the web.

The Education Ministry urges students to continue their studies by logging on to “e-thaksalawa”, the educational website of the Education Ministry during the school vacation. Students can utilise the time by continuing their studies with the assistance of e-thaksalawa by logging on to  www.e-thaksalawa.moe.gov.lk  website. Lessons from Grade one to thirteen are available in all three languages within the website.

According to the Minister, lessons, exercises, examination papers and activities are available for Grade One to Five. Besides, lessons, exercises and examination papers are available for secondary students while lessons, exercises and past and model papers relating to many subjects are available for the Advanced Level students. Several other online teaching and learning programmes are also available from various companies who have stated the children can access the programmes free of charge, while telecom companies have no announced zero data charges for such access. The authorities hope to expand these e-learning programmes in the future.

According to a news article published on dailymirror based on a study, it has found that digital consumers have rised during this outbreak.  43% consumers have engaged in a new digital activity for the first time in this period. Emerging opportunities are expected in online education, entertainment, online shopping, health services and bill payments space.

The same article says that TV viewership has increased by 56% during the COVID-19 lockdown period. In terms of the time spent, it has increased from an average of 130 minutes to over 200 minutes a day.

“Education and its challenges in the face of Covid-19.”

Though experts suggest an online education, practical problems and difficulties are arising from the online education. 

As the global pandemic crisis intensifies, Dialog Axiata PLC, Sri Lanka’s premier connectivity provider, remains committed to keeping Sri Lanka connected during these challenging times. Dialog is fully prepared and dedicated to maintaining business continuity of its telecommunication infrastructure and digital services for all its stakeholders, be it consumers, enterprises, business partners, or the Government.

With the prevailing situation turning online conveniences into daily necessities, Dialog has gone the extra mile to help Sri Lankans follow through with their social distancing efforts. In addition to keeping its customers connected during these turbulent times, Dialog has extended its support with the following special services for all Dialog Customers.

e-Learning – Free Content with No Data Charges on Guru.lk and Government Education Platforms.

In its efforts to minimise the disruption to the education system due to the early closure of schools, Dialog in partnership with the Ministry of Education and Headstart Pvt Ltd deployed a suite of free educational content and applications without any data charges for our children to continue learning from home. Dialog together with its partners have extended free content and online access to the following educational and content platforms:

2. e-thaksalawa

In addition to the above platforms, Dialog in partnership with the University Grants Commission and the Telecommunications Regulatory Commission of Sri Lanka are set to provide free access with no Data charges to all official e-Learning platforms of State Universities for a short period.

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Sinhala Language

Sinhala also known as Sinhalese (older spelling: Singhalese) in English, also known locally as Helabasa, is the mother tongue of the Sinhalese people, who make up the largest ethnic group in Sri Lanka, numbering about 16 million. Sinhala is also spoken, as a second language by other ethnic groups in Sri Lanka, totalling about 3 million. It belongs to the Indo-Aryan branch of the Indo-European languages. Sinhala is one of the official and national languages of Sri Lanka. Sinhala, along with Pali, played a major role in the development of Theravada Buddhist literature. Sinhala has its own writing system, the Sinhala alphabet, which is a member of the Brahmic family of scripts, and a descendant of the ancient Indian Brahmi script. The oldest Sinhala inscriptions found are from the 6th century BCE, on pottery; the oldest existing literary works date from the 9th century CE. The closest relative of Sinhala is the language of the Maldives and Minicoy Island (India), Dhivehi.

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