CHAPTER I

1.0 Introduction
The global Covid-19 pandeic originating from China has created havoc in all the
walks of life affecting socio-economic conditions of countries and personal as well as
academic life of students. To continue normal traditional mode of education for
student was not an option. As a result, teachers switch to online teaching using certain
technological tools prompting the students to adapt to the newly introduced mode of
education in a short span of time.

The entire education structure from schools to universities to research institute

have been negatively impacted by the pandemic. Lockdowns and social distancing
resulted in the closing down of schools and cancellation of examination, thus forcing
education institutes to shift to online mode. Adapting to the new system of learning
was not an easy task for the teachers and students. Teachers struggle to maintain
regular classes and students faces confusion and misunderstanding as how to deal
with the situation. Students hailing from rural regions and socially excluded
communities are predominantly deprived of the opportunity to partake in online
learning owing to the scarcity of electricity and substandard internet connectivity.
Despite the challenges brought about by the pandemic, it also poses as an oppurtunity
for students to showcase their creativity and strengthen their knowledge regarding
technologies.

According to Gordon Allport, “An attitude is a mental and neural state of

readiness, organized through experience, exerting a directive or dynamic influences
upon the individual’s response to all objects and situations with which it is related. A
tendency to react favourably or unfavorably towards a designated class of stimuli,
such as national or racial group, a custom or an institution”.

Students attitude toward learning during lockdown

The students have expressed various attitude towards online education. Their
attitude relates to psychological construct which is mental and emotional entity that
inheres in, or characterized a person (Perloff,2003). There are two types of students
attitude, positive and negative attitude which can affect learning process. The person
who holds strong belief in positive value outcomes of something will lead to positive
attitude whereas a person who has strong beliefs in negative values the outcomes will
result in negative attitude towards online learning.

To categories positive or negative attitude, it depends on the students interest

in the subject they want to learn, when students have more enthusiasm towards the
learning process, like being active in question-answer sessions during learning
process. A student with negative attitude tend to be quite, show less encoragement to
do the exercises, or shy to ask any thing regarding the material being taught during the
online classes.

Importance of learning during lockdown

Online class enables the students to save their times which they have to give
while attending physicical classes.It helps students to manage their time in other
activities to enrich their personality. It is highly affordables compare to in-person or
traditional education. Online education facilities learning any subjects virtually from
any place at any time of the day.

Online learning covered a lot of ground in recent times and the interface is more
user friendly and on top of that , a student gets a classroom experience by sitting in
the corners of their rooms. There are facilities for communicating with their educators
and the students of the same course. The biggest trump card is its flexible timescale.
Students can get resolution to their problems not only during mundane hours of the
class but also during time while they are studying themselve via e-mial or through an
online chat system. The exams are mostly conducted online today due to its efficient
mechanism and due to the tests, online learning makes students accustomed to an
almost excat exam atmosphere and thus increases their response time and chances of
success. With the availability of various courses by an endless number of educators
with demos and refund policies, the student’s satisfaction is always given a priority .
An educator in online learning keeps on improvising and adding to their skills to
impart better education in comparison to their peers in order to survive in this
humongous platform which enhances the experience of the users and help in their
overall development.

Benefit of the online education during lockdown class

1. Variety.

From software development to digital marketing, online learning provides an

opportunity for students, graduates, and even experienced professionals to acquire
knowledge in any field, from any location. The possibilities for accessibility and
choice are infinite.

2. Values for money

One of the most noteworthy benefits of taking classes online is its high
affordability as compared to traditional or in-person learning. Students need not worry
about expenses related to commuting and other day-to-day costs, and the fees are
generally lower than those charged for in-person courses.

3. Flexible schedule

Online learning may require students to adhere to a designated timetable, with the
exception of occasional live lectures that are communicated well in advance.
However, the majority of classes are flexible in nature. Additionally, all live sessions
are recorded and accessible to all students.

4. No age limit

Age is not a limiting factor when it comes to online learning, which is one of the
most notable benefits of virtual classrooms in comparison to traditional classroom
settings. In fact, online learning provides opportunities for older and younger students
to interact and exchange ideas, enabling them to gain a deeper understanding of the
unique challenges faced by each age group.

5. Diversity

At any given moment, students of various backgrounds have the opportunity to

learn together in an online classroom. This facilitates an expansion of their
professional network.

Type of online learning

There are the seven different types of online learning:

1. Computer Managed Learning (CML)

2. Computer Assisted Instruction (CAI)

3. Synchronous online learning

4. Asynchronous Online Learning

5. Interactive Online Learning6. Individual Online Learning

6. Individual learning online

7. Collaborative Online Learning

1. Computer Managed Learning (CML)

Computers are utilized for the purpose of managing and evaluating learning
processes. Learning systems that are managed by computers function through the
utilization of information databases. These databases comprise of fragments of
knowledge that the student must acquire, along with various ranking parameters that
enable the system to be customized according to the preferences of each individual
student. Due to the two-way communication between the student and the computer,
determinations can be made as to whether the student has achieved their learning
objectives to a satisfactory level. If not, the processes can be repeated until the student
has successfully attained their desired learning outcomes.

2. Computer Assisted Instruction (CAI)

Computer Assisted Instruction (CAI), also known as computer-assisted

learning (CAL), is a form of e-learning that combines computers with traditional
teaching. By incorporating multimedia, such as text, graphics, sound, and video, into
teaching methods, computer-assisted learning enhances the learning experience. Its
main advantage is interactivity, allowing students to become active learners by using
various methods, such as quizzes and other computer-assisted teaching and testing
mechanisms. Nowadays, most schools, both online and traditional, use different
variations of computer-assisted learning to facilitate their students’ development of
skills and knowledge.
3. Synchronous Online Learning

Synchronous online learning provides the opportunity for groups of students to

engage in a learning activity simultaneously from any location across the globe. In
real-time synchronous online learning, online chats and video conferencing are
commonly employed as effective tools for both instructors and training participants to
instantly ask and respond to questions while keeping an open line of communication
with other participants.

The rapid development of online learning technologies has made community

oriented online learning possible. Prior to the invention of computer networks in the
1960s, implementing truly synchronous online learning was practically impossible.
Nowadays, synchronous online learning is highly advantageous as it eliminates many
of the common drawbacks of online learning, such as social isolation and poor
teacher-to-student and student-to-student relationships. Synchronous online learning
is currently one of the most popular and fastest-growing types of online learning.
Electronic technologies utilized for synchronous online learning include.

a) Audio conferencing: This is real time discussion among participants or between

participants and instructors. This method eliminates the need to spend large amounts
of money on telephone calls. By utilizing electronic resources like Skype and other
voice over internet protocols, audio conferencing can be made possible. This
technique enables voice discussions to occur among course participants and
instructors, much like in a traditional classroom setting.

b) Chat: This facilitates the sharing of information in both written and visual
formats. Moreover, it aids students in inquiring and obtaining instantaneous feedback
during classes. Through chat services, students no longer need to wait for days to
receive feedback to their inquiries via email. Instead, they can receive an immediate
response like in a traditional classroom setting.

c) Instant messaging: These are concise messages and are transmitted electronically
between computers, enabling instantaneous delivery and facilitating contact between
participants and instructors. Those who are online when a message is sent can
promptly provide feedback, while those who are not online at the time will be able to
view the message history and discussion upon logging in and subsequently contribute
their input.

d) Video conferencing: Video conferencing facilitates instantaneous interaction

between educators and learners, akin to that of a traditional classroom setting.
Through this medium, pupils have the opportunity to observe their instructors in real
time, much like they would in a physical classroom. The ability to view one's mentor
in real time can foster a sense of academic camaraderie and inclusivity.

e) Web conferencing: This format enables the seamless sharing of presentations,

documents, and application demonstrations. Web conferencing services facilitate
students to deliver presentations on their work assignments to other students and
course instructors, just like in a traditional classroom setting.

f) Application sharing: Participants possess the capability to collaborate on

documents simultaneously, even if they are in different locations. This feature
empowers students to work together on assignments and presentations in groups.
Application sharing can be achieved when a web document, such as Google Docs,
which functions similarly to Microsoft Word, is created and editing permissions are
granted to all individuals involved in the learning process. This allows them to
contribute their ideas to the document. Therefore, assigned participants can add and
make changes to the created documents. Application sharing also enables students and
other users to combine their ideas and reach a consensus on the final outcome that is
to be submitted.

The tools mentioned above enable instructors and students to engage in authentic
classroom experiences, such as receiving immediate feedback and communicating
with peers from various parts of the globe in real-time. By integrating multiple
applications, such as video conferencing and chat, educators and learners can engage
in traditional classroom activities, with the only exception being the absence of
physical interaction among participants, as they do not share a learning environment.
Consequently, both course providers and participants must prepare adequately to
anticipate and address any potential challenges to ensure the seamless delivery of the
programs.

4. Asynchronous Online Learning

In asynchronous online learning, groups of students engage in independent

study at varying times and locations without engaging in real-time communication.
Asynchronous online learning methods are typically perceived as more student
centered than their synchronous counterparts, as they afford students greater
flexibility.
Asynchronous online learning is frequently favored by students who lack
flexibility in their schedules due to the following reasons: it enables them to engage in
self-paced learning. They possess the autonomy to establish their own learning
timelines and are not obligated to learn simultaneously with other students at
predetermined intervals. Some of the tools used in Asynchronous online learning
includes

a. E-books: Electronic books are readily accessible to course participants, providing

them with the convenience of downloading and reading offline. These e-books serve
as a valuable supplement to other teaching and learning activities. They are essentially
copies of the printed book, but in electronic format, making them easily accessible on
computers and allowing for convenient reading anytime and anywhere. Gone are the
days of carrying numerous books at once, as this format eliminates that need.
Furthermore, highlighting, marking, and note-taking on e-books is just as simple as it
is with physical books.

b. Forums: these facilitate easy collaboration and sharing of innovative ideas

amongst the participants. Additionally, the method provide students with the
opportunity to exchange their difficulties, receive constructive criticism, and obtain
aid from their peers and mentors.

c. Messaging (e-mail): the sharing of course materials among participants is

facilitated by the system. Additionally, it serves as a means for participants to directly
communicate with both instructors and other individuals. However, it is worth noting
that the absence of immediate feedback is a potential drawback, which differs from
the experience of learning through in-person interactions or chat-based
communication within a classroom setting.

d. Streaming audio: Audio streaming comes in the form of pre-recorded lectures,

expert interviews, or sound bites that are relevant to the subject being studied. Course
students have access to audio materials that can be replayed multiple times as needed.
One of the potential benefits of audio streaming is that students can listen to
recordings repeatedly until they fully comprehend the message and learning outcomes
being conveyed.

e. Streaming video: Just as with audio streaming, video streaming entails the
streaming of pre-recorded videos that pertain to the subject matter being studied.
Assuming the appropriate permissions are granted, students can download and view
the videos multiple times until they grasp the subject matter completely. This method
also enables instructors to effortlessly demonstrate technical issues to their students.

f. Web logs (Blogs): web logs facilitate the sharing of thoughts and opinions. Blogs
are predominantly employed similarly to a bulletin board - to convey news and
updates to students. In a scenario of asynchronous learning, pupils would be required
to access their accounts and peruse the web logs to review the information that has
been published.

i. Website links: this approach generates a resource that guides users towards
supplementary resources on external web pages. Instead of distributing documents in
the form of an e-book, video or audio streaming, the students are directed to links,
enabling them to independently access and download the documents located there.

The above-mentioned tools for asynchronous learning, aid in accommodating

participants from diverse time zones. Unlike synchronous learning, where students
must be available at the same time as their instructors for teaching, those engaged in
asynchronous learning are free to study at their own pace. This distinction between
the two modes of learning is crucial.

Through the utilization of both synchronous and asynchronous tools, the aid of
ICT enables learning to occur without the physical presence of students and teachers
in the same space. In addition, students are empowered to choose the approach that
works best for them. Those who value real-time interaction with their peers and
course instructors may select synchronous learning. Conversely, those who prioritize
knowledge acquisition over real-time interaction may opt for an asynchronous
learning approach, which affords them the opportunity to study at their own pace - a
luxury not afforded in a traditional classroom setting.

5. Interactive Online Learning

Interactive online-learning allows senders to become receivers and vice versa,

effectively enabling a two-way communication channel between the parties involved.
From the messages sent and received, the teachers and students can make changes to
their teaching and learning methods. For this reason, interactive online-learning is
considerably more popular as it allows teachers and students to communicate more
freely with each other.

6. Individual Online Learning

Individual learning in this context refers to the number of students

participating in achieving the learning goals rather than the student-centeredness of
the material. This type of learning has been the norm in traditional classrooms for
thousands of years. When practicing individual learning, the students study the
learning materials on their own (individually), and they are expected to meet their
learning goals on their own.

This type of learning is not ideal for developing students’ communication

skills and teamwork abilities, as it primarily focuses on students learning
independently, without communication with other students. Therefore, a more modern
approach is necessary to supplant the transmission of skills and abilities.

7. Collaborative Online Learning

Collaborative online learning is a modern learning method through which

multiple students learn and achieve their learning objectives together as a group.
Students must work together and practice teamwork to achieve their common learning
objectives.

This is done through the formation of effective groups, where each student has
to take into account the strengths and weaknesses of each other. This boosts the
communication skills and teamwork abilities of the students. Collaborative online
learning expands on the idea that knowledge is best developed inside a group of
individuals where they can interact and learn from each other. While this type of
learning is more often used in traditional classrooms than in online courses, it’s still a
good type of e-learning that can be highly effective if done correctly.

Academic problems of secondary students during lockdown

There are several challenges or problems faced by the secondary students during
lockdown. Some of the points are-:

 During lockdown the educational institutions suspended their classes,

examinations, and catering to the online mode of education which make a
problems to the secondary students.

 Finding school work difficult, or having problems concentrating during online

classes.

 Students get less exercise and experience more feeling of depresion, loneliness
and insecurity.

 Lack of internet facilities in the remote area.

 Students find it difficult to adapt to the new process of learning through online
class during lockdown.

 Students to get bored easily during online classes

 Online class required a lot of money for internet and devices which makes it
challenging to the low economic families.

1.1 Objectives of the study

The objectives of the study are as follow:

 To find out the attitude of secondary students toward learning during
lockdown.
 To find out the commom problem faced by secondary students toward online
learning in lockdown. To identify the differences in the attitudes of
secondary students to online
learning.
 To identify the various online technologies used by secondary students for
learning.

1.2 The aim of the study

The main aims of the study are as follow:

 Ths study will find out how students learnt during lockdown.

 It aims to study the attitude of the students in secondary level through online.

 To identy the problems faced by the students during lockdown.

 To study how student write exam during lockdown.

 To find out how student in rural area continue learning during lockdown.

1.3 Limitation of the study

The researcher in this research tried to find out the student’s attitude towards
learning during lockdown.

The study is limited to the student only from two school viz., Ka Syiem
Jingsuk Higher Secondary School, Amlarem and Amlarem Secondary School,
Amlarem. Hence its applicability remains limited to the two school only.

Research question

 What are the attitude of secondary students toward learning during lockdown?

What are the common problem faced by secondary students toward online
learning in lockdown?
 What are the differences in the attitude of secondary students towards online
 learning?

 What are the various online technologies used by secondary students for
Learning?