Semester Project

Subject:
Report Writing Skills

Submitted to:
Sir Farooq Ahmad

Submitted by:
Muhammad Abdullah
FA1-BCS-

COMSATS University Islamabad,

PREPARED FOR:
SIR FAROOQ AHMAD

PREPARED BY:
MUHAMMAD ABDULLAH
NOVEMBER 24, 2020
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Executive Summary

In this article we will discuss how COVID-19 as a pandemic has affected the education system

and modes, globally. With the great shift towards online learning, we will look into the general

trends recorded in terms of facts and figures. The objective of this study is to examine drastically

changing trends in education sector and steps needed to be taken in order to avoid consequences.

We will also compare different modes of learning and will find out which techniques should be

adopted. Research suggests that online learning has been shown to increase retention of

information, and take less time, meaning the changes corona virus have caused might be here to

stay. Still there are challenges like lack of internet access to overcome. Online learning has

proved to be a life-savior for education sector in the pandemic. It has not only helped in

continuation of learning is these difficult times but also opened a new door of education for

many deprived. The sharply changing trending suggests that future or learning will be widely

based on technology and internet. Government should provide tech-friendly environment to their

public. Online education should be encouraged. But measures to reopen the educational institutes

must also be taken so that those who cannot afford online learning continue through schools.

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Table of Contents Page

1) Introduction 5

1.1) Background Information 5

1.2) Statement of Problem 5

1.3) Significance of Study 5

1.4) Scope of Study 6

1.5) Limitations of Study 6

2) Review of Literature 6

3) Method of Study 7

4) Results and Discussion 7

4.1) Physical versus Online 8

4.2) Face to Face versus Distance 9

4.3) Educational Disruption 10

5) Conclusion 11

6) Recommendations 12

7) References 13

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 1) Introduction:

1.1) Background Information:

From its start in late 2019, the novel corona virus (COVID-19) is quickly spreading and

drastically changing lives all throughout the world. The World Health Organization (WHO) has

announced the COVID-19 pandemic as a general medical crisis of worldwide concern [ CITATION

Zha20 \l 1033 ]. As the infection has advanced starting with one country then onto the next, it has

become increasingly more obvious that this lockdown isn't leaving at any point in the near

future.

1.2) Statement of the Problem:

As the influenced countries began securing themselves from the danger of corona virus,

students were sent home without an obvious arrangement to proceed with their learning. The

traditional class suspension is a prudent step for COVID-19, in this way the need to make a

compelling online learning platform was the foremost priority. In spite of the fact that the online

guidance was an unfamiliar idea for most of the schools, it is way more different from the

customary classroom model and has accompanied noteworthy difficulties for the teachers.

1.3) Significance of the Study:

Indeed, even before COVID-19, there was a visible development and appropriation in

educational innovation, with worldwide educational tech ventures coming to US$18.66 billion

out of 2019 and the general market for online training anticipated to reach $350 Billion by 2025 [

CITATION Res19 \l 1033 ]. Regardless of whether it is language applications, virtual mentoring,

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video conferencing instruments, or online learning programming, there has been a noteworthy

flood in utilization of online learning mode since COVID-19.

1.4) Scope of the Study:

This study covers various aspects of topic under discussion. It briefs us about different

modes of learning such as physical versus online presence. We will see the numeric data of

children affected by schools closure due to corona virus. It also tells us the financial aspects of

change in educational trends.

1.5) Limitations of the Study:

Little attention has been paid for recording and breaking down endeavors of education

mode changing rapidly and scale towards online learning when numerous schools are shut. In

general, online exercises and activities of these sorts are ineffectively recorded, particularly with

regards to the necessities of students and schools over the purported 'developing world'.

2) Review of Related Literature:

UN and different world wide organizations have published multiple articles on how

covid-19 as permanently changed the phenomenon of learning. The research paper “Education

during COVID-19 and beyond” by UN, discusses the effects of corona virus on education sector.

It gives a detail review of how things have dramatically changed in learning field due to this

pandemic. World Bank is monitoring the financial aspects of the sudden change in modes of

learning. EURACTIV have also uploaded number of blogs and research papers of this topic. The

link one such article is given in reference section.

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 3) Methods of Study:

This study is based upon the prominent change in educational trends around the globe.

The data used and viewed in this study is collected from official websites of different

international organizations. UN and UNICEF have published multiple articles based on survey

and research. Children and their parents were also questioned during these surveys to perform in-

depth and real time analysis. Governments of many countries have also shared data related to

change in educational trends in their country. The fact sheet by the UNESCO Institute for

Statistics (UIS) highlights the most recent statistics on trends at the global and regional levels,

based on a revised calculation method that provides more precise estimates of the out-of-school

population. (Link shared in references).

4) Results and Discussion

The Covid-19 has resulted in schools shut all across the world. Globally, over 1.2 billion

children are out of the classroom. As a result, education has changed dramatically, with the

distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms.

Research suggests that online learning has been shown to increase retention of information, and

take less time, meaning the changes corona virus have caused might be here to stay. There are,

however, challenges to overcome. Some students without reliable internet access and/or

technology struggle to participate in digital learning; this gap is seen across countries and

between income brackets within countries. For example, whilst 95% of students in Switzerland,

Norway, and Austria have a computer to use for their schoolwork, only 34% in Indonesia

do, according to OECD data.

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4.1) Physical versus Online Presences

The transcendence of online learning is beyond customary physical limitations and

making space for an online culture during COVID-19 pandemic, interestingly in its own way.

We are in a circumstance where online learning over the Internet could be more informative and

drawing in than a physical classroom. As the overall focal points of these two universes—the

physical and the online—are quickly combining. As indicated by a research, online learning can

in some cases was felt by the members, significantly easier than physical learning. The quality of

media and its mechanical affordances doesn't ensure the nature of online learning. This pattern in

the union of physical and online existence is probably going to change the manner in which we

associate with traditional learning.

Figure 1: Country choice of distance learning during school closure

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4.2) Formal Face-to-Face versus Distance/Workplace Education

As a result of the continuous COVID-19 pandemic, the differentiation among formal and

casual education is quickly decreasing. Generally, distance learning had been seen as an optional

decision for formal face-to-face learning. It was accepted that the second one, given more

chances to students to interface with the instructor and friends (different students) could be

advantageous for learning. Be that as it may, this conventional preference does not hold anymore

[ CITATION Bro00 \l 1033 ]. On many occasions, learning in the work environment and in online

learning exercises that can be all the more captivating than traditional methods used before. The

pattern will expected shift towards the hybrid model approach considerably after the pandemic is

finished, where options are given to students to meet face-to-face at specific achievements or

focuses on the course.

4.3) School closures and Educational Disruption:

The COVID-19 pandemic has caused the largest disruption of education in history,

having already had a near universal impact on learners and teachers around the world, from pre-

primary to secondary schools, technical and vocational education and training (TVET)

institutions, universities, adult learning, and skills development establishments. By mid-April

2020, 94 per cent of learners worldwide were affected by the pandemic, representing 1.58 billion

children and youth, from pre-primary to higher education, in 200 countries.

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 Figure 2: Number of children affected by school closure globally

In the most fragile education systems, this interruption of the school year will have a

disproportionately negative impact on the most vulnerable pupils, those for whom the conditions

for ensuring continuity of learning at home are limited. Their presence at home can also

complicate the economic situation of parents, who must find solutions to provide care or

compensate for the loss of school meals.

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 Figure 3: COVID-19’s staggering impact on global education.

5) Conclusion

To fulfill the current need, the online education industry has scaled up exponentially. As

an ever-increasing number of students locked up to the temporary fad, the pattern will proceed

much after the current emergency has faded away. While we presently can't seem to see whether

e-learning remains similarly supported post-COVID-19, despite it being one of the only handful

areas where there is a desire for advancement in defense of its shortcomings. What has been

clarified through this pandemic is the significance of scattering information across borders,

organizations, and all pieces of society. On the off chance that online learning innovation can

bring positive changes in our education system, it is important for us to investigate its maximum

capacity.

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 6) Recommendations:

Preventing the learning crisis from becoming a generational catastrophe needs to be a top

priority for world leaders and the entire education community. This is the best way, not just to

protect the rights of millions of learners, but to drive economic progress, sustainable

development and lasting peace. In this regard, decision-makers are encouraged to pursue the

following recommendations and actions.

Governments and development partners need to work together to remove technological barriers

by investing in digital infrastructure and lowering connectivity costs. Bridging the digital divide

will also require greater investment in digital literacy for marginalized populations. It will be

necessary to ensure that as children have better access to the internet, stronger parental support

and greater availability of learning materials will enable maximum benefit more from any digital

solutions. Low-tech and no-tech approaches should not be forgotten for those who have limited

access to technology. Overall, countries need to plan to ensure children from the poorest

households will not continue to be left behind.

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 7) References:
Brown, J., & Duguid, P. (2000). The social life of information. Boston: Harvard University Press.
Dignan, L. (2020). Online learning gets its moment due to COVID-19 pandemic: Here's how
education will change. Between the lines .
India Today. (2020). Covid-19 pandemic: E-learning trends you need to watch for . India Today.
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. This is
how. World Economic Forum.
Liang, R. (2012). Online Learning: Trends, Potential and Challenges. Creative Education .
Research and Markets. (2019). Online Education Market Study 2019 | World Market Projected
to Reach $350 Billion by 2025, Dominated by the United States and China. Research and
Markets.
World Bank. (2020). Rapid response reference note: Remote Learning and COVID-19. The
World Bank.
Zhang, Q., He, Y.-J., Zhu, Y.-H., Dai, M.-C., & Pan, M.-M. (2020). The evaluation of online
course of Traditional Chinese Medicine for MBBS international students during the COVID-19
epidemic period. Integrative Medicine Research.
https://www.euractiv.com/section/economy-jobs/news/changes-in-education-as-a-result-of-
covid-19-crisis-are-here-to-stay-experts-say/

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