The global transition of education to a virtual model has led to a deep Digital Divide among students in terms of access to quality online learning. The gap between the privileged and the underprivileged is undeniably evident. As detailed in my article ‘Digital Divide in Education’ published this February, problems in E-Learning are ample but the digital model of learning is bound to continue in the foreseeable future. The way onward then, is to work towards bridging this divide.
To this end, sharing some insights from our working with online education for less privileged students over the past year.
1. Device Misuse Myths
A certain apprehension pertaining to device misuse / damage / misplacement exists in the society. Having distributed near 750 + digital devices to students at Lotus Petal, our data reflects that while some devices were slightly damaged and few were given back to the school for minor repairs, the number of devices lost or pilfered has been 0. Less than 0.5% of device has been damaged. This is indicative of the fact that theft of devices by students or families is a myth. Rather equipping the children with a device seems to instill in them a sense of duty and responsibility. Measures like good quality device cover and security software’s for remote monitoring act as deterrents and influence appropriate behavior.
2. Full Day Internet Access
Mere device distribution to underprivileged students does not suffice. Internet access, an obvious part of online education, can be provided to students by way of full day internet access. To provide incentive, data pack recharges can be linked to students’ attendance and performance in class. At Lotus Petal, in April 2021, attendance adherence has been observed by 80% of the active 739 students. A possible long-term remedy to improve access to net services for underprivileged students is partnering up with internet service providers to subsidize data plans and make learning on digital platforms affordable. Also, zero-rating practices that allow teachers and students to utilize websites without financial cost can be evaluated. Many of our corporate partners like BA Airways, Mediatek , United Way of Delhi have been funding these access costs based on student attendance performance.
The financial aspect of learning needs to be considered as well. Not every parent can afford a digital device. A workable solution for this can be increasing awareness about low-cost access via Blended Finance options such as Impact bonds, Interest Free Loans, Blended Loans, Pay for Performance Grants etc. A typical tab costing Rs. 9000, can be paid off in 12 monthly installments of Rs.750, which can be afforded by most. This way the parents can afford to keep their children’s education going strong. Lotus Petal has collaborated with the Rang De India initiative and has assisted many underprivileged children in availing Interest Free Loans. Partners with programs of Pay for Performance Grants can be reimburse the costs to parents at regular intervals on meeting academic outcomes. This also provides dignity to the parents in the sense that they are getting the benefits based on their and their children’s efforts and it is not a dole.
4. Bandwidth, Software and Hardware Impediments
Problems pertaining to Bandwidth and Content Comprehension by the student can be assuaged by modifying the curriculum content in a way that it may be easy to understand and attainable even in lower bandwidth. The material can be made simple and comfortably downloadable and storable for reference later as well. Overall, minimizing the digital divide would require ideas such as televising some of the course content, distribution of learning kits, creating free WI-FI spots in underserved neighborhoods, indigenous manufacturing of digital devices. Learnings from Ed-Tech failures of the past such as a dearth of knowledge repositories, a lack of personalization in learning, incomprehensible course delivery and inability to conduct assessments smoothly call for focus towards a merger of and metamorphosis in software and hardware development. There is a need for establishing workable partnerships between all information and communication technology stakeholders and improving our digital literacy capacities in the short and long run. With this we may bring a meaningful change in the e-learning education space.
5. Pedagogy
The pedagogy of classroom teaching cannot be duplicated in the online mode. Here the teaching, which is more lecture based, effective high-quality content on concepts which can be referenced later, encouragement to children to indulge in self-study and access to doubt clearance sessions on one-on-one basis or in smaller groups has been more effective. In this direction, Lotus Petal has partnered with BYJU’s in their program of Education for All in which they provide free content to underprivileged children.
While many steps have been taken in the right direction, much more thought, innovation and action need to go into functionalizing the sphere of E-Learning. It is no longer an option but a necessity. This is an issue which requires the commitment of multiple stakeholders – Government, Non-Profits, Corporate CSR funding, Social Financial Institutions, Content Providers etc. to work in a collaborative manner.
Do contribute your valuable inputs on possible solutions in the comments and let us all work towards ensuring quality education for each and every child of the nation including those living in underprivileged communities.
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