research proposal on online education in india

Online Education in India: Challenges and Opportunities

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• Surbhi Pratap 5 ,
• Abhishek Dahiya 5 ,
• Shaurya Rawat 6 &
• Jyoti Kumar 5  

Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 343))

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The boom in online education during the Covid-19 pandemic has resulted in a shift in conventional roles of teachers and students. It has led to the development of new norms for interaction and learning, where online education platforms play a key role. This paper examines the affordances and challenges experienced by users of online education platforms popular in India. The paper presents the outcomes of an online survey of 205 users (95 men and 110 females), which included teachers, facilitators and students aged 15 years and older. The survey sought to ascertain the most frequently used, liked and problematic aspects of India’s popular online education portals. This research is pertinent in light of the shift towards a global online community in which high-quality education may be provided regardless of physical location. The study aims to be a way forward in determining how research might contribute to online pedagogy and development of educational technologies.

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Pratap, S., Dahiya, A., Rawat, S., Kumar, J. (2023). Online Education in India: Challenges and Opportunities. In: Chakrabarti, A., Singh, V. (eds) Design in the Era of Industry 4.0, Volume 1. ICORD 2023. Smart Innovation, Systems and Technologies, vol 343. Springer, Singapore. https://doi.org/10.1007/978-981-99-0293-4_59

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Impact of Online Learning in India: A Survey of University Students During the COVID-19 Crisis

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The unprecedented situation of COVID-19 caused the government of India to instruct educational institutions to switch to an online mode to mitigate the losses for students due to the pandemic. The present study attempts to explore the impact of online learning introduced as a stop-gap arrangement during the pandemic in India. A survey was conducted (N=289), via Facebook and WhatsApp, June 1-15, 2020 to understand the accessibility and effectiveness of online learning and constraints that students of higher education across the country faced during the peak times of the pandemic.

The analysis and interpretation of the data revealed that the students acclimatized in a short span of time to online learning, with only 33.21% saying they were not satisfied with the online learning mode. However, the sudden shift to online education has presented more challenges for the socially and economically marginalized groups, including Scheduled Caste (SC), Scheduled Tribes (ST), Other Backward Class (OBC), females, and students in rural areas, due to factors like the price of high-speed Internet (78.20% identified it as a barrier to online learning), insufficient infrastructure (23.52% needed to share their device frequently or very frequently), poor Internet connectivity, etc. According to 76.47% of respondents, the future of learning will be in “blended mode.” A total of 88.92% of the respondents suggested that the government should provide high-quality video conferencing facilities free to students to mitigate the division created by online education in an already divided society.

The unprecedented situation of uncertainty caused by the COVID-19 pandemic in 2020 forced the Indian education system to move to digital learning and teaching to fill the gap created by suspending classroom teaching across the country. Technological development and the Internet have changed the lives of people immensely and have also brought a huge change in various fields (Nadikattu , 2020) .

The majority of countries worldwide temporarily closed educational institutions to contain the spread of the COVID-19. According to UNESCO (2020) , 191 countries have implemented nationwide or localized school closures, resulting in over 91% of enrolled students, or 1.5 billion people, not being able to go to school as of April 20, 2020 (Lamrabat , 2020) . UNESCO has supported countries in their efforts to mitigate the immediate impact of school closures, particularly for more vulnerable and disadvantaged communities, and to facilitate the continuity of education for all through remote learning (UNESCO , 2020) .

The decision of the countries to switch to an online mode of education in light of the outbreak of COVID-19 was needed to contain the spread of the pandemic. Although the Indian government has attempted to control the damage by introducing online teaching through the virtual classroom, uploading and sharing e-study materials, and through virtual interaction, all such tools and techniques have limitations. This damage control mechanism will certainly have long-term consequences on the quality, accessibility, and deliverability of educational content. The effects of the global pandemic on the education system may vary from country to country, depending mainly on infrastructure and quality of content. The outbreak of COVID-19 has affected all segments of students, but it is particularly damaging to students of the vulnerable groups of the society.

The people of the vulnerable groups in India are disadvantaged in comparison to others mainly on account of limited access to basic needs or services. The vulnerable groups susceptible to mainly social and economic discrimination include women, Scheduled Castes, Scheduled Tribes, children, aged, disabled, poor migrants, people living with HIV/AIDS, and sexual minorities (MES , 2011) . As per census of India 2011, the Scheduled Tribes (ST) and Scheduled Caste (SC) account for 8.2% and 16.2% of the total population of the country respectively (Census India , n.d.) . The term OBC, which stands for Other Backward Class, is collectively used by the Government of India to categorize the educationally or socially underprivileged castes living across the country. It is one of the official classifications of the population alongside General Class, Scheduled Castes, and Scheduled Tribes (SCs and STs).

There are reports of students of a large section of the country facing difficulties coping with the present online system of delivery of education based on the digital divide. The closure of 1.5 million schools due to the pandemic and lockdowns in 2020 has impacted 247 million children enrolled in elementary and secondary schools in India (UNICEF , 2021) . The interruptions in the teaching and learning process have adversely affected mainly the students without smartphones and computers, those with poor Internet speed or lack of stable Internet connection, electricity failures, etc. The early evidence and news reports also indicate that the impact of COVID-19 is most severe among the students from vulnerable groups due to their inability to continue with studies due to meager economic conditions. Moreover, re-contextualizing the teaching and learning process to an e-learning mode has several limitations for students with less access to technology.

The problem for the students with meager sources of family income is more severe and such students require additional attention and support. The online method of delivering content is a big barrier for such students and their families. It has restricted both the cognitive as well as non-cognitive development of these students. The online delivery of education may turn out to be harmful if the pandemic situation continues for a long time for the students living in poverty. The situation will adversely affect students from indigent and other marginalized groups in particular. Moreover, health and psychological issues such as mental stress, eye strain, headache, backache, neck ache, spondylitis, sleeplessness, irritation, aloofness, lack of physical peer interaction, etc. emerging from the sudden introduction of online education can cause the students to experience many difficulties. Any stress and inadequate resources to alleviate these potential harms may lead the individual to experience psychological distress (Lazarus & Folkman , 1984) .

As an offshoot of digital and Internet technology, e-learning or online learning has developed the potential to make some notable changes in accessing educational curriculum outside the traditional classroom and previously existing technology over the last two decades. However, the widespread technological innovations and infrastructural growth divided the world into the physical and digital world since the dawn of the new millennium. Besides the availability of the infrastructure, a detailed lesson plan, presentation, and good study materials need to be prepared for effective online learning. The lack of online teaching skills, no training for preparing lesson plans, poor or no hands-on training of software, unavailability of infrastructure, etc. among the educators of developing and underdeveloped countries stand as a major challenge. The trend of online learning has been benefiting the learners from developed counties with sound technological infrastructure more than the developing and poor counties, resulting in a huge gap between education rich and education poor countries.

Over the years, India has introduced several public policies in different sectors to acquaint and encourage citizens to accept digital technology for a wide range of benefits. Of late, digital activity is gaining acceptance across different sectors including education, especially in private educational institutes, coaching centers, and distance learning universities in pre-COVID-19 India.

In a country as diverse as India, along with overcoming the infrastructure barrier, there needs to be a focus on overcoming the barriers of language and content (Saini , 2018) . The migration to online learning has been looked at as a good solution for the future by experts while overcoming the infrastructural barriers in gradual progression to maintain quality and accessibility to meet the learning needs of the growing population of the country.

There may be numerous pros and cons of online education with respect to the students of different classes, castes, genders, and economic conditions. Despite all odds, the government and stakeholders of educational institutions have been working hard to strengthen the knowledge of the individual, larger community, and society for any normal and future crisis situations.

This paper concentrates on the socio-demographic impact of the introduction of online learning process in higher education on students of different classes, castes, genders, urban, and rural areas in higher education.

Literature Review

Fast research growth and technology have made distance education easy (McBrien et al. , 2009) . “Most of the terms (online learning, open learning, web-based learning, computer-mediated learning, blended learning, m-learning, for ex.) have in common the ability to use a computer connected to a network, that offers the possibility to learn from anywhere, anytime, in any rhythm, with any means” (Cojocariu et al. , 2014) .

Not only the teachers but also the students are facing challenges due to a deficiency in proper learning attitudes, lack of suitable materials for learning, more involvement in classroom learning, lack of self-discipline, and the inadequate learning environment at some of their homes during self-isolation (Brazendale et al. , 2017) .

Using a qualitative content analysis approach, the study conducted by Sun and Chen (2016) reviewed 47 published studies and research regarding online teaching and learning since 2008. Their study primarily focuses on how theories, practices, and assessments apply to an online learning environment. Some prominent factors required for effective online instruction included well-designed course content, motivating interaction between the instructor and learners, well-prepared and fully supported instructors, creation of a sense of online learning community, and rapid advancement of technology Sun and Chen (2016) .

In their systematic analysis, Navarro and Shoemaker (2000) observed that the learning outcomes of students having online classes were as good as or better than traditional classroom learning, irrespective of the background characteristics of the students. The student learners were highly satisfied with online learning.

Lederman (2020) had the opinion that the COVID-19 crisis compelled both teachers and students to embrace the digital academic experience of the online teaching-learning process. Bao (2020) was perhaps one among the early researchers during the pandemic who described how universities have been moving from classroom-based education to online education, owing to the exponential number of COVID-19 cases. The teachers have been delivering course content through various online platforms, including online educational platforms, videoconferencing software, and social media (Aguilera-Hermida , 2020) . The online educational platforms like Google Classroom and Blackboard allow teachers to share notes and multimedia resources to continue the regular studies of students. Students can submit their assignments via educational platforms and teachers can track the progress of students.

Videoconferencing tools such as Google Meet, Zoom, and Microsoft Teams have been playing important roles in delivering online lectures and organizing discussion sessions. In fact, these platforms typically support slideshows and have several useful features. A number of universities and institutions of higher education have been disseminating course material through their official websites (Chatterjee & Chakraborty , 2020) .

Several countries were equipped with significant infrastructure for online education before the pandemic hit the world (Mishra et al. , 2020) . Despite this, not all universities were prepared to shift to complete online education. There are some empirical studies that suggest that students have a better learning experience in a physical classroom than through online education (Bojović et al. , 2020) . Students miss the assistance they obtain from their peers in classrooms and laboratories and access to a library (Aguilera-Hermida , 2020) . However, students believe that online education facilitated the continuation of their studies during the pandemic (Mishra et al. , 2020) .

The caste system of Indian society is one among the world’s oldest forms of surviving social stratification. The system of caste segregates the Hindus into four main categories - Brahmins, Kshatriyas, Vaishyas and Shudras, based on their karma (work) and dharma (religion or duty in Hindi language). This system of casteism among Hindus is believed to be more than 3,000 years old. This system of social division dictates nearly all facets of Hindu religious and social life, where each group occupies a definite place in the complex social hierarchy. The communities living in rural India are mainly segregated on the basis of castes - the upper and lower castes. They have been living in segregated colonies with restrictions on movements, alliances and sharing facilities. The Constitution of India banned discrimination on the basis of caste after country’s independence from British rule, and, in an attempt to correct historical injustices and provide a level playing field to the traditionally disadvantaged, the authorities announced quotas in government jobs and educational institutions for scheduled castes and tribes, the lowest in the caste hierarchy, in 1950 (BBC , 2019) . The Constitution of India defines who are members of the SC and ST under Article 341 and 342 with respect to any state or union territory.

The population of OBC consisted of 52% of the country’s population according to the B P Mandal Commission report (TNS , 2021) of 1980, and it was determined to be 41% in 2006 (TNN , 2007) by the National Sample Survey Organisation. A constitutional provision of 27% reservation (PIB , 2014) was made in public sector employment and higher education to uplift the OBC.

The review of literature suggests that online learning has both positive and negative aspects in terms of delivery of content, current environment, and availability of infrastructure. The trend of learning via online mode is not new for the students belonging to privileged classes in India. There are a section of people opting for online learning via various platforms like edX and Coursera for better learning and international exposure. The present crisis of the pandemic forced some students to not be able to carry out their studies in the online mode due to several to social, economic, and infrastructure related issues. These issues include no or poor Internet facilities, no mobile phone, laptop or computer, no conducive environment for learning, etc. The sample for the current study mainly represents only those higher education students who were forced to go to an online mode of learning.

The researchers have not found any studies on the effectiveness of online learning among the students of higher education of varied demographics during the COVID-19 pandemic. The current study may be helpful to understand the effectiveness of online learning especially among the vulnerable groups of the society during the pandemic.

Research Questions and Hypotheses

The current study investigates the effect of the sudden shift of the entire learning environment from physical to online mode. The research questions formulated for the study are as follows.

RQ1 : How or what were the opinions of the students regarding online mode of learning?

RQ2 : How has online learning affected the students of different groups, particularly disadvantaged members of society, including OBC, SC, ST, rural, and female students?

RQ3 : Will the online mode of learning will reduce the discrimination among the different socio-economic groups of the society?

The following hypotheses have been framed and will be tested from the data collected.

H 1 : Different sections of the society were differently impacted due to the sudden shift to an online mode of learning.

H 2 : There were sections of the society who lacked sufficient infrastructure for online learning.

H 3 : Online learning is considered less effective and the interaction level is also less.

Methodology

There is the need during the ongoing pandemic to study and understand the efficacy of online education when students of various disciplines of India are entirely dependent on learning online. An explorative research design technique has been chosen for this study, and the analysis in this paper will also look into the following aspects of online learning.

Frequency of participation in learning via online classes, the kind of devices used, mode of connection, and the platform used for learning online.

Suitability of the additional e-material available for the online learning process among learners.

Effectiveness of online learning among students in higher education. (Satisfaction, understanding the subject, classroom adjustment, teacher-pupil interactions, peer interaction/sharing).

Constraints faced during online learning (gender, economic status, social status, place of residence, and health).

Problems faced by e-learners in the process of learning such as conceptual, theoretical, and practical clarity of the content, technical problems, and the physical environment.

Effectiveness of online learning in the present situation of the pandemic and future implications.

Need and preference of learners for better learning and understanding of the content and realistic approach to the subjects.

A Google Form containing 38 questions has been developed to understand respondents’ experiences and perception of online classes during the pandemic. It also attempts to investigate how the sudden shift has differently impacted students belonging to different socio-demographic backgrounds. The responses to the questionnaire helped us to determine the frequency of participation in learning via online classes, the kind of devices used, connection mode, the platform used for learning online, etc.

The link to the questionnaire was circulated online via various Facebook and WhatsApp groups of students of higher education, aged 18-30 years across India. The link was kept active for 15 days from June 1, 2020 to June 15, 2020 to collect responses from the e-learners of the target group. The responses of 289 e-learners were recorded during the period. All the questions were close ended. The collected data was recorded on a nominal or ordinal scale. Therefore, the data received is categorical data.

Pertinent tools to analyze categorical data were used, which include frequency analysis, contingency tables, and chi-square test for testing the associations of the categorical data. Using cross-tabulation, we could get grouped frequencies to find whether there is a pattern of association between two or more variables.

Results and Discussion

Out of 289 responses, 171 (59.16%) were male and 118 (41.83%) were female. In terms of caste, the majority of the responses were received from the General Category ( n =192, 66.43%) and Other Backward Class (OBC) ( n =67, 23.18%); only 15 responses were received from members of a Scheduled Caste (SC) and Scheduled Tribe (ST) each.

Participation, Device, Connectivity, and Platform

A total of 211 (73.01%) students responded that they participate most of the time in online learning, whereas 69 (23.87%) said that they participate some of the time. The number of students who seldom or never attended online classes was very low (8 students and 1 student, respectively). This clearly reflects that students did not face much difficulty starting to learn online. The majority of students ( n =245, 84.77%) were using smart phones for online learning, whereas the uses of laptops, tablets, and desktops were limited to only 38, 4, and 2 students (13.15%, 1.38%, and <1%) respectively. More than three-quarters of the students (76.12%) used mobile Internet to participate in online learning, which indicates that using wi-fi connectivity is less popular or not available.

The number of students using Zoom as a platform for learning was the highest ( n =153, 52.94%); 60 (20.76%) used WhatsApp, 33 (11.42%) used Google Classroom, 21 (7.27%) used Google Meet, and 22 (7.61%) used other platforms of class room meetings. When it comes to receiving study material, most of the learners preferred WhatsApp ( n =252, 87.20%) and only 35 (12.11%) preferred other online platforms.

E-Material Preference and Satisfaction

It was observed that students preferred e-notes and online videos over e-books as supporting resources for online learning (see Table 1 ).

In response to the question about whether they were satisfied with the online mode for effectively learning the subjects covered on their syllabus, 96 (33.22%) of the e-learners were not satisfied. Other students responded to the same question that they were very satisfied (20, 6.92%), satisfied ( n =62, 21.45%), or that it was manageable ( n =111, 38.40%).

Exposure and Material

A total of 122 (42.21%) strongly agreed and 124 (42.91%) agreed with the statement that hands on experience in a physical classroom may not work in an online mode. A total of 19 e-learners (6.57%) could not decide. Another 18 (6.23%) and 6 (2.08%) respondents disagreed or strongly disagreed, respectively, with the statement that practical exposure with a teacher in a physical classroom interaction may not work online. The responses reflect that the majority of the students felt that they get less practical exposure in the online mode of learning.

Most of the students ( n =270, 93.43%) received online material from their teachers; only 19 (6.57%) said that they had not received it. Only 58 students (20.07%) had recorded lectures from their teachers. A chi-square test revealed that type of course and the level of satisfaction in online learning are independent, that is, not affecting each other (χ 2 (9, N =289)=10.257, p =.330). However, residential area (urban, suburban, or rural) and students’ satisfaction level are associated (χ 2 (6, N =289)=29.239, p <.001). This is an indication that the urban students (privileged) are more satisfied than suburban and rural (less privileged) students. It hints that online education has created a divide in the society. This result shows that H 1 is supported that is, the different sections of the society were differently impacted.

Constraints of Learning

To explore the constraints faced during online learning, several questions were asked, and pivot tables were created to understand the associations between the responses to these questions and some important demographic variables such as gender, caste, family income, place of residence, etc.

On the question about whether the online schedule of classes caused any problem to their family members’ daily routine or not, the majority of students reported that it has created a little problem ( n =108, 37.37%) or it was never a problem ( n =94, 32.53%). However, when the responses of the same questions were cross tabulated with gender and caste and a chi-square test was applied, it was found that responses were independent of caste (χ 2 (12, N =289)=9.6776, p=.1389), but related to gender (χ 2 (4, N =289)=13.531, p =.009). These test results suggests that female students had to adjust their household work for online classes. In addition, while this does not directly indicate infrastructural issues, it may be an indication that female students may not own their own device for attending online classes, which may be attributed to less infrastructure. Therefore, these results may support H 2, which stated certain sections of society have insufficient infrastructure for online learning.

The responses of the e-learners were evenly spread when the question of whether the sharing of a device while attending an online session created any problems for family members or not. A total of 80 respondents (27.68%) rarely had any problem, whereas it was never a problem for 72 respondents (24.91%). The details of the responses are in Table 2 . The results of chi-square tests showed that problems due to sharing a device were related to both caste (χ 2 (4, N =289)= 25.504, p =.009) and gender (χ 2 (4, N =289)=13.68709, p =.008), further supporting H2.

Note. 1 = very frequently/strongly agree , 2 = frequently/agree , 3 = occasionally/neutral , 4 = rarely/disagree , 5 = never/strongly disagree

An attempt to explore whether this problem has any association with gender/caste/household income and residential area (urban, suburban, or rural) has been done. Cross tabulations have been done with all these. A chi-square test for independence for attributes was performed. The chi-square test revealed that the constraints of learning are associated with gender (χ 2 (4, N =289) =13.687, p=.008) and caste (χ 2 (12, N =289)=26.504, p =.009). However, no association was found between the responses to this question and the income status of the respondents’ families. These results help to understand the online learning constraints of e-learners in terms of their gender, economic status, place of residence, and societal standing (caste). The results of the test support H 1 .

Internet Speed

Most of the respondents ( n =226,78.20%) agreed or strongly agreed that the price of high-speed Internet is a barrier to online learning (see Table 2 ). Caste (χ 2 (12, N =289)=25.501, p =.013) and income (χ 2 (12, N =289) =27.921, p =.006) were found to be significantly associated with the price of high-speed Internet being a barrier to online learning. These results support H 2 , that is, that certain groups lacked the infrastructure needed for online learning.

Information Overload

Most of the respondents (52.60%) opined that the abundance of e-materials on course curriculum may lead to information overload, whereas the number of students who responded yes or no were found to be 76 (26.30%) and 61 (21.10%) respectively (see Table 3 ).

Note. 1 = Yes, 2 = Somewhat, 3 = Maybe/Not sure, 4 = No.

Stress and Remedies

The majority of the students strongly agree (21.45%) and agree (37.03%), that online classes were stressful.

The majority of the students believe, that is, agreed (36.33%) or strongly agreed (18.00%), that inclusion of online music and meditation classes can reduce the stress of online classes. Table 2 shows that 19.73% disagreed and 6.58% strongly disagreed that music would reduce stress, and 19.36% were undecided.

If undecided responses are excluded, strongly agree/agree are combined, and strongly disagree/disagree are combined, and a z -test for difference of proportion is conducted, it reflects that more people agreed with introducing music and meditation as supplementary classes along with main the subjects ( z =5.3, p < .001).

User-Friendliness of Tools

A total of 139 respondents (48.10%) found online learning tools user-friendly (see Table 3 ). When the responses yes and somewhat were combined and a z -test was conducted, the result of the test suggests that the majority found online tools user friendly ( z =11.4, p <.001).

Readiness for Online Learning

The number of respondents who feel that India is not ready for online classes was found to be highest ( n =112, 38.75%) in the survey (see Table 3 ). An equal number ( n =65, 22.49%) of participants responded somewhat or yes, whereas 47 (16.26%) of respondents were not sure. The responses of the participants indicate that the present situation for online learning is not encouraging when considering India’s readiness for online learning in similar situations in the future.

Online vs. Classroom Teaching

On the question of whether the students, who have been forced to attend online classes due to the pandemic, had attended classroom classes before the outbreak of COVID-19, the majority of the students, which includes very frequently (17.99%) and frequently (46.37%), had attended classes regularly, 17.65% attended occasionally, and 13.49% rarely attended classroom classes before the outbreak of COVID-19, whereas a small percentage (4.50%) never attended classes held in regular classrooms (see Table 2 ). The majority of the students (64.36%), which includes very frequently (17.99%) and frequently (46.37%), attended online classes regularly.

Should We Replace Classroom Teaching with Online Teaching?

More than half of the respondents (53.29%) had the opinion that online teaching cannot replace classroom teaching, whereas 22.49% believed that online teaching can replace traditional classroom teaching; 9.00% of the respondents were not sure, and only 15.22% believed that online teaching can replace classroom teaching (see Table 3 ).

The limitations of online learning may hamper the majority of the respondents’ ability to understand contents and develop skills related to the subjects.

Art of Teaching and Students’ Zeal for Learning

More than 70% (71.28%) of the respondents believed (yes or somewhat) that online learning has affected the art of teaching and zeal for learning (see Table 3 ). A total of 28.75% (19.38% no and 9.37% not sure) have different views.

Future Approach to Learning

More than three-quarters of total respondents, who either agreed or strongly agreed, believe the future of learning would be blended, that is, a combination of classroom and online learning (see Table 2 ). Only 2.42% disagree and 6.23% were not sure about it.

Support from Government

A total of 88.93% of the respondents either strongly agree or agree (see Table 2 ) with the statement that the government should provide high quality video conferencing facilities free to all students. The percentage of respondents with opinions such as disagree, strongly disagree, or undecided were minimal.

Practical Components of Learning

The majority of the respondents ( n =260, 89.97%) either agreed or strongly agreed with the statement that they faced difficulties in comprehending lab/field-based activities when taught online (see Table 2 ). These results support H 3 .

Preference of Learning

More than half of the respondents (54.33%) believe that face-to-face interaction is a better option (see Table 4 ). A total of 22.14% preferred 50% face-to-face and 50% online. Only 4.15% preferred completely online learning. These findings support H 3.

The findings of the study suggest that there is a serious need to invest a sizeable amount of money in the development of infrastructure and to frame national policy to overcome challenges faced during the stop-gap arrangement of the teaching-learning process and continue it as an additional mode of teaching and learning even after the pandemic ends.

With the current experience of online education, advancement in technologies, proliferation of education, and ample opportunities of learning from experts, the modes and ease of learning have been significantly changing over a period of time. Hence, there is a need to develop new theories that deal with effectiveness, opportunities, and necessity for online learning.

We can observe the following from this study.

(i) Different sections of the society were differently impacted due to sudden shift on online mode of learning.

(ii) There were sections of the society who did not have sufficient infrastructure for online learning.

(iii) Discrimination among different classes may not be there as it takes place in physical classes, but the online mode of education will widen the gap among different sections of the society.

(iv) Teaching satisfaction level with the online mode is less than in-person education mode and even less for suburban and rural students.

(v) Constraints of online education are associated with gender and caste, indicating that online education creates more division in an already divided society.

The findings of the study may not be suitable to derive a universally acceptable conclusion, as it was conducted with a small group of people. The results may vary due to different social and economic standings of different groups of students of higher education, who have been continuing their online education during the pandemic crisis. However, the results of the study may give a direction to future researchers who wish to conduct similar studies with a larger sample and derive any model, concept, or theory based on the findings.

Submitted : February 27, 2021 KST

Accepted : July 18, 2021 KST

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Open Access

Peer-reviewed

Research Article

Online education and its effect on teachers during COVID-19—A case study from India

Roles Conceptualization, Data curation, Formal analysis, Investigation, Methodology, Project administration, Supervision, Visualization, Writing – original draft, Writing – review & editing

* E-mail: [email protected]

Affiliation Area of Humanities and Social Sciences, Indian Institute of Management Indore, Indore, Madhya Pradesh, India

• Surbhi Dayal

• Published: March 2, 2023
• https://doi.org/10.1371/journal.pone.0282287
• Reader Comments

COVID pandemic resulted in an initially temporary and then long term closure of educational institutions, creating a need for adapting to online and remote learning. The transition to online education platforms presented unprecedented challenges for the teachers. The aim of this research was to investigate the effects of the transition to online education on teachers’ wellbeing in India.

The research was conducted on 1812 teachers working in schools, colleges, and coaching institutions from six different Indian states. Quantitative and qualitative data was collected via online survey and telephone interviews.

The results show that COVID pandemic exacerbated the existing widespread inequality in access to internet connectivity, smart devices, and teacher training required for an effective transition to an online mode of education. Teachers nonetheless adapted quickly to online teaching with the help of institutional training as well as self-learning tools. However, respondents expressed dissatisfaction with the effectiveness of online teaching and assessment methods, and exhibited a strong desire to return to traditional modes of learning. 82% respondents reported physical issues like neck pain, back pain, headache, and eyestrain. Additionally, 92% respondents faced mental issues like stress, anxiety, and loneliness due to online teaching.

As the effectiveness of online learning perforce taps on the existing infrastructure, not only has it widened the learning gap between the rich and the poor, it has also compromised the quality of education being imparted in general. Teachers faced increased physical and mental health issues due to long working hours and uncertainty associated with COVID lockdowns. There is a need to develop a sound strategy to address the gaps in access to digital learning and teachers’ training to improve both the quality of education and the mental health of teachers.

Citation: Dayal S (2023) Online education and its effect on teachers during COVID-19—A case study from India. PLoS ONE 18(3): e0282287. https://doi.org/10.1371/journal.pone.0282287

Editor: Lütfullah Türkmen, Usak University College of Education, TURKEY

Received: November 13, 2021; Accepted: January 27, 2023; Published: March 2, 2023

Copyright: © 2023 Surbhi Dayal. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Data Availability: Data apart from manuscript has been submitted as supporting information .

Funding: The authors received no specific funding for this work.

Competing interests: The authors have declared that no competing interests exist.

Introduction

As of November 4, 2021, the spread of novel coronavirus had reached 219 countries and territories of the world, infecting a total of 248 million people and resulting in five million deaths [ 1 ]. In March 2020, several countries including India declared a mandatory lockdown, resulting in the temporary closure of many institutions, not least educational ones. Since then, various restrictions and strategies have been implemented to counter the spread of the virus. These include wearing masks, washing hands frequently, maintaining social and physical distance, and avoiding public gatherings. The pandemic has greatly disrupted all aspects of human life and forced new ways of functioning, notably in work and education, much of which has been restricted to the household environment. The closure for over a year of many schools and colleges across the world has shaken the foundations of the traditional structures of education. Due to widespread restrictions, employees have been forced to carve out working spaces in the family home; likewise, students and teachers have been compelled to bring classes into homes [ 2 ]. Nearly 1.6 billion learners in more than 190 countries have been physically out of school due to the pandemic. In total, 94 percent of the world’s student population has been affected by school closures, and up to 99 percent of this student population come from low-to middle-income countries [ 3 ].

According to the World Economic Forum, the pandemic has changed how people receive and impart education [ 4 ]. Physical interaction between students and teachers in traditional classrooms has been replaced by exchanges on digital learning platforms, such as online teaching and virtual education systems, characterized by an absence of face-to-face connection [ 5 ]. Online education has thus emerged as a viable option for education from preschool to university level, and governments have used tools such as radio, television, and social media to support online teaching and training [ 6 ]. Various stakeholders, including government and private institutions, have collaborated to provide teachers with resources and training to teach effectively on digital platforms. New digital learning platforms like Zoom, Google Classroom, Canvas, and Blackboard have been used extensively to create learning material and deliver online classes; they have also allowed teachers to devise training and skill development programs [ 7 ]. Many teachers and students were initially hesitant to adopt online education. However indefinite closure of institutions required educational facilities to find new methods to impart education and forced teachers to learn new digital skills. Individuals have experienced different levels of difficulty in doing this; for some, “it has resulted in tears, and for some, it is a cup of tea” [ 8 ].

Teachers have reported finding it difficult to use online teaching as a daily mode of communication, and enabling students’ cognitive activation has presented a significant challenge in the use of distance modes of teaching and learning. Teachers have also expressed concerns about administering tests with minimal student interaction [ 9 ]. Lack of availability of smart devices, combined with unreliable internet access, has led to dissatisfaction with teacher-student interaction. Under pressure to select the appropriate tools and media to reach their students, some teachers have relied on pre-recorded videos, which further discouraged interaction. In locations where most teaching is done online, teachers in tier 2 and tier 3 cities (i.e., semi-urban areas) have had to pay extra to secure access to high-speed internet, digital devices, and reliable power sources [ 10 ]. Teachers in India, in particular, have a huge gap in digital literacy caused by a lack of training and access to reliable electricity supply, and internet services. In rural or remote areas, access to smart devices, the internet, and technology is limited and inconsistent [ 6 ]. In cities, including the Indian capital Delhi, even teachers who are familiar with the required technology do not necessarily have the pedagogical skills to meet the demands of online education. The absence of training, along with local factors (for example, stakeholders’ infrastructure and socio-economic standing), contributes to difficulties in imparting digital education successfully [ 10 ]. The gap in digital education across Indian schools is striking. For example, only 32.5% of school children are in a position to pursue online classes. Only 11% of children can take online classes in private and public schools, and more than half can only view videos or other recorded content. Only 8.1% of children in government schools have access to online classes in the event of a pandemic-related restrictions [ 11 ].

The adverse effects of COVID-19 on education must therefore be investigated and understood, particularly the struggles of students and teachers to adapt to new technologies. Significant societal effects of the pandemic include not only serious disruption of education but also isolation caused by social distancing. Various studies [ 7 , 12 , 13 ] have suggested that online education has caused significant stress and health problems for students and teachers alike; health issues have also been exacerbated by the extensive use of digital devices. Several studies [ 6 , 11 , 14 ] have been conducted to understand the effects of the COVID lockdown on digital access to education, students’ physical and emotional well-being, and the effectiveness of online education. However, only a few studies [ 13 , 15 – 17 ] have touched the issues that teachers faced due to COVID lockdown.

In this context, this study is trying to fill existing gaps and focuses on the upheavals that teachers went through to accommodate COVID restrictions and still impart education. It also provides an in-depth analysis of consequences for the quality of education imparted from the teachers’ perspective. It discusses geographical inequalities in access to the infrastructure required for successful implementation of online education. In particular, it addresses the following important questions: (1) how effectively have teachers adapted to the new virtual system? (2) How has online education affected the quality of teaching? (3) How has online education affected teachers’ overall health?

Because of lockdown restrictions, data collection for this study involved a combination of qualitative and quantitative methods in the form of online surveys and telephonic interviews. A questionnaire for teachers was developed consisting of 41 items covering a variety of subjects: teaching styles, life-work balance, and how working online influences the mental and physical well-being of teachers. In the interviews, participants were asked about their experiences of online teaching during the pandemic, particularly in relation to physical and mental health issues. A pilot study was conducted with thirty respondents, and necessary changes to the items were made before the data collection. The survey tool was created using google forms and disseminated via email, Facebook, and WhatsApp. A total of 145 telephonic interviews were also conducted to obtain in-depth information from the respondents.

The data were collected between December 2020 and June 2021. The Research Advisory Committee on Codes of Ethics for Research of Aggrawal College, Ballabhgarh, Haryana, reviewed and approved this study. A statement included in the google survey form as a means of acquiring written consent from the participants. Information was gathered from 1,812 Indian teachers in six Indian states (Assam, Haryana, Karnataka, Madhya Pradesh, New Delhi, and Rajasthan) working in universities, schools, and coaching institutions. Nearly three-quarters of the total sample population was women. All participants were between the ages of 18 and 60, with an average age of 34 and a clear majority being 35 or younger. Nearly three-quarters of participants work in private institutions (25% in semi-government entities and the remainder in government entities). In terms of education, 52% of participants have a graduate degree, 34% a postgraduate degree, and 14% a doctorate. Table 1 summarizes the demographic characteristics of the participants.

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Results & discussion

Upon analyzing the survey responses, three crucial areas were identified for a better understanding of the effect of COVID-19 on the Indian education system and its teachers: how effectively teachers have adapted, how effective teaching has been, and how teachers’ health has been affected.

1. How effectively have teachers adapted to the new virtual system?

The first research question concerns how willing teachers were to embrace the changes brought about by the online teaching system and how quickly they were able to adapt to online modes of instruction. This information was gathered from December 2020 to June 2021, at which point teachers had been dealing with school lockdowns for months and therefore had some time to become conversant with online teaching.

While 93.82% of respondents were involved in online teaching during the pandemic, only 16% had previously taught online. These results were typically different from the results of a similar study conducted in Jordon where most of the faculty (60%) had previous experience with online teaching and 68% of faculty had also received formal training [ 16 ]. Since the spread of COVID-19 was rapid and the implementation of the lockdown was sudden, government and educational institutions were not prepared for alternative modes of learning, and teachers needed some time for adjustment. Several other factors also affected the effectiveness of the transition to online education, namely access to different types of resources and training [ 18 ].

a. Access to smart devices.

Online teaching requires access to smart devices. A surprising number of teachers stated that they had internet access at home via laptops, smartphones, or tablets. A more pertinent question, however, was whether they had sole access to the smart device, or it was shared with family members. Only 37.25% of those surveyed had a device for their exclusive use while others shared a device with family members, due to lack of access to additional devices and affordability of new devices. During the lockdown, an increase in demand led to a scarcity of smart devices, so that even people who could afford to buy a device could not necessarily find one available for purchase. With children attending online classes, and family members working from home, households found it difficult to manage with only a few devices, and access to a personal digital device became an urgent matter for many. Respondents admitted to relying on their smartphones to teach courses since they lacked access to other devices. Teachers on independent-school rosters were significantly better equipped to access smart devices than those employed at other types of schools. The data also indicates that teachers in higher education and at coaching centers had relatively better access to laptops and desktop computers through their institutions, whereas teachers in elementary and secondary schools had to scramble for securing devices for their own use.

b. Internet access.

Internet access is crucial for effective delivery of online education. However, our survey shows that teachers often struggled to stay connected because of substantial differences between states in the availability of internet. Of the respondents, 52% reported that their internet was stable and reliable, 32% reported it to be satisfactory and the rest reported it to be poor. Internet connectivity was better in the states of Karnataka, New Delhi, and Rajasthan than in Assam, Haryana, and Madhya Pradesh. Internet connectivity in Assam was particularly poor. Consequently, many teachers with access to advanced devices were unable to use them due to inadequate internet connection.

The following comments from a teacher in Assam capture relevant situational challenges: “I do not have an internet modem at home, and teaching over the phone is difficult. My internet connection is exhausted, and I am unable to see or hear the students.” Another teacher from Haryana reported similar difficulties: “During the lockdown, I moved to my hometown, and I do not have internet access here, so I go to a nearby village and send videos to students every three days.” Another teacher from Madhya Pradesh working at a premier institution reported experiencing somewhat different concerns: “I am teaching in one of the institute’s semi-smart classrooms, and while I have access to the internet, my students do not, making it difficult to hear what they are saying.”

These responses indicates clearly that it is not only teachers living in states where connectivity was poor who experienced difficulties in imparting education to students; even those who had good internet connectivity experiences problems caused by the poor internet connections of their students.

c. Tools for remote learning.

Teachers made use of a variety of remote learning tools, but access to these tools varied depending on the educator’s affiliation. Teachers at premier institutions and coaching centers routinely used the Zoom and Google Meet apps to conduct synchronous lessons. Teachers at state colleges used pre-recorded videos that were freely available on YouTube. Teachers in government schools used various platforms, including WhatsApp for prepared material and YouTube for pre-recorded videos. To deliver the content, private school teachers used pre-recorded lectures and Google Meet. In addition to curriculum classes, school teachers offered life skill classes (for example, cooking, gardening, and organizing) to help students become more independent and responsible in these difficult circumstances. In addition to online instruction, 16% of teachers visited their students’ homes to distribute books and other materials. Furthermore, of this 36% visited students’ homes once a week, 29% visited twice a week, 18% once every two weeks, and the rest once a month. Additionally, a survey done on 6435 respondents across six states in India reported that 21% teachers in schools conducted home visits for teaching children [ 19 ].

d. Knowledge and training for the use of information and communication technologies.

With the onset of the pandemic, information and communication technology (ICT) became a pivotal point for the viability of online education. The use of ICT can facilitate curriculum coverage, application of pedagogical practices and assessment, teacher’s professional development, and streamlining school organization [ 20 ]. However, the effective adoption and implementation of ICT necessitated delivery of appropriate training and prolonged practice. Also the manner in which teachers use ICT is crucial to successful implementation of online education [ 21 ]. While countries such as Germany, Japan, Turkey, the United Kingdom, and the United States recognized the importance of ICT by integrating it into their respective teacher training programmes [ 22 ], this has not been case in India. However, there are some training programmes available to teachers once they commence working. In accordance with our survey results, the vast majority of respondents (94%) lacked any ICT training or experience. In the absence of appropriate tools and support, these teachers self-experimented with online platforms, with equal chances of success and failure.

The transition from offline to online or remote learning was abrupt, and teachers had to adapt quickly to the new systems. Our data indicate that teachers in professional colleges and coaching centers received some training to help them adapt to the new online system, whereas teachers in urban areas primarily learned on their own from YouTube videos, and school teachers in rural areas received no support at all. Overall, teachers had insufficient training and support to adjust to this completely new situation. Policy research conducted on online and remote learning systems following COVID-19 has found similar results, namely that teachers implemented distance learning modalities from the start of the pandemic, often without adequate guidance, training, or resources [ 23 ]. Similar trends have been found in the Caribbean, where the unavailability of smart learning devices, lack of or poor internet access, and lack of prior training for teachers and students hampered online learning greatly. Furthermore, in many cases the curriculum was not designed for online teaching, which was a key concern for teachers [ 24 ]. Preparing online lectures as well as monitoring, supervising and providing remote support to students also led to stress and anxiety. Self-imposed perfectionism further exacerbated these issues while delivering online education [ 15 ]. A study conducted on 288 teachers from private and government schools in Delhi and National Capital Region area, also found that transition to online education has further widened the gap between pupils from government and private schools. It was more difficult to reach students from economically weaker sections of the society due to the digital divide in terms of access, usage, and skills gap. The study also found that even when teachers were digitally savvy, it did not mean that they know how to prepare for and take online classes [ 10 ].

2. How has online education affected the quality of teaching?

Once teachers had acquired some familiarity with the online system, new questions arose concerning how online education affected the quality of teaching in terms of learning and assessment, and how satisfied teachers were with this new mode of imparting education. To address these questions, specific questionnaire items about assessment and effectiveness of teaching has been included.

a. Effectiveness of online education.

Respondents agreed unanimously that online education impeded student-teacher bonding. They reported several concerns, including the inattentiveness of the majority of the students in the class, the physical absence of students (who at times logged in but then went elsewhere), the inability to engage students online, and the difficulty of carrying out any productive discussion given that only a few students were participating. Another significant concern was the difficulty in administrating online tests in light of widespread cheating. In the words of one teacher: “I was teaching a new class of students with whom I had never interacted in person. It was not easy because I could not remember the names of the students or relate to them. Students were irritated when I called out their names. It had a significant impact on my feedback. I would like us to return to class so I do not have to manage four screens and can focus on my students and on solving their problems.”

For these reasons, 85.65% of respondents stated that the quality of education had been significantly compromised in the online mode. As a result, only 33% reported being interested in continuing with online teaching after COVID-19. The results show slightly higher dissatisfaction in comparison to another study conducted in India that reported 67% of teachers feeling dissatisfied with online teaching [ 25 ]. Findings of this study were similar to the findings of a survey of lecturers in Ukraine assessing the effectiveness of online education. Lower quality student work was cited as the third most mentioned problem among the problems cited by instructors in their experience with online teaching, right behind unreliable internet connectivity and the issues related with software and hardware. Primary reasons for lower quality student work were drop in the number of assignments and work quality as well as cheating. Almost half (48.7%) of the participants expressed their disapproval of online work and would not like to teach online [ 26 ].

Due to the nature of the online mode, teachers were also unable to use creative methods to teach students. Some were accustomed to using physical objects and role-playing to engage students in the classroom, but they found it extremely difficult to make learning exciting and to engage their students in virtual space. Similar trends have been reported in Australia, where schoolteachers in outback areas did not find online education helpful or practical for children, a majority of whom came from low-income families. The teachers were used to employing innovative methods to keep the students engaged in the classroom. However, in online teaching, they could not connect with their students using those methods, which significantly hampered their students’ progress. Some teachers mentioned difficulties with online teaching caused by not being able to use physical and concrete objects to improve their instructions [ 27 ].

b. Online evaluation.

Of our respondents, 81% said that they had conducted online assessments of their students. Teachers used various online assessment methods, including proctored closed/open book exams and quizzes, assignment submissions, class exercises, and presentations. Teachers who chose not to administer online assessments graded their students’ performance based on participation in class and previous results.

Almost two-thirds of teachers who had administered online assessments were dissatisfied with the effectiveness and transparency of those assessments, given the high rates of cheating and internet connectivity issues. They also reported that family members had been helping students to cheat in exams because they wanted their children to get higher grades by any means necessary. In response, the teachers had tried to devise methods to discourage students and their families from cheating, but they still felt powerless to prevent widespread cheating.

As one respondent stated: “We are taking many precautions to stop cheating, such as asking to install a mirror behind the student and doing online proctoring, but students have their ways out for every matter. They disconnect the internet cable or turn it off and reconnect it later. When we question them, they have a connectivity reason ready”.

Teachers are also concerned about the effects of the digital skills gap on their creation of worksheets, assessments, and other teaching materials. As a result, some private companies have been putting together teacher training programs. The main challenge pertains to be implementation of a type of specialized education that many teachers are unfamiliar with and unwilling to adopt [ 28 ]. Because of the lack of effective and transparent online assessments, school teachers have reported that students were promoted to the next level regardless of their performance. Thus, only time will tell how successful online education has been in terms of its effects on the lives of learners.

3. How has online education affected teacher’s overall health?

The onset of the COVID-19 pandemic brought about a situation that few people had experienced or even imagined living through. Governments and individuals tried their best to adjust to the new circumstances, but sudden lockdown, confinement to the household periphery, and working from home had adverse effects on the mental and physical health of many people, including educators and students. To clarify the effects of online education on teachers’ overall health, a number of questionnaire items were focused on respondents’ feelings during the lockdown, the physical and mental health issues they experienced, and their concerns about the future given the uncertainty of the present situation.

a. Physical health issues.

COVID-19 brought a multitude of changes to the lives of educators. Confinement to the household, working from home, and an increased burden of household and caregiving tasks due to the absence of paid domestic assistants increased physical workload and had corresponding adverse effects on the physical health of educators.

Of the study participants, 82% reported an increase in physical health issues since the lockdown ( Fig 1 ). Notably, 47% of those who were involved in digital mode of learning for less than 3 hours per day reported experiencing some physical discomfort daily, rising to 51% of teachers who worked online for 4–6 hours per day and 55% of teachers who worked more than 6 hours per day. Respondents reported a variety of physical health issues, including headaches, eye strain, back pain, and neck pain.

https://doi.org/10.1371/journal.pone.0282287.g001

The number of hours worked showed a positive correlation with the physical discomfort or health issues experienced. A chi-square test was applied to determine the relationship between the number of online working hours and the frequency of physical issues experienced by the participants and found it to be significant at the 0.05 level ( Table 2 ).

https://doi.org/10.1371/journal.pone.0282287.t002

As Fig 2 shows, 28% respondents’ complaint about experiencing giddiness, headaches; 59% complain of having neck and back pain. The majority of the participants had eye-strain problems most of the time; 32% faced eye problems sometimes, and 18% reported never having any eye issue. In addition, 49% had experienced two issues at the same time and 20% reported experiencing more than 2 physical issues at the same time.

https://doi.org/10.1371/journal.pone.0282287.g002

The data in this study indicates a link between bodily distresses and hours worked. As working hours increased, so did reports of back and neck pain. 47% respondents reported back and neck pain after working for 3 hours or less, 60% after working for 3–6 hours, and nearly 70% after working for 6 hours or more.

The analysis also indicates link between physical issues experienced and the educator’s gender. Women experienced more physical discomfort than men, with 51% reporting frequent discomfort, compared to only 46% of men. Only 14% of female educators reported never experiencing physical discomfort, against 30% of male educators.

In terms of types of discomfort, 76% of female teachers and 51% of male teachers reported eye strain; 62% of female teacher and 43% of male teachers reported back and neck pain; 30% of female teachers and 18% of male teachers said they had experienced dizziness and headaches. The gender differences may be caused by the increase in household and childcare responsibilities falling disproportionately on female educators compared to their male counterparts. Several studies [ 17 , 29 – 31 ] have reported similar results, indicating that the gender gap widened during the pandemic period. The social expectations of women to take care of children increased the gender gap during the pandemic by putting greater responsibilities on women in comparison to men [ 29 ]. Women in academics were affected more in comparison to the men. Working from home burdened female educators with additional household duties and childcare responsibilities. A study done [ 32 ] in France, Germany, Italy, Norway, Sweden, the United States and the United Kingdom discovered that women were immensely affected by lockdown in comparison to men. On top of this, women with children are affected more than women without children.

No effect of age on physical discomfort was observed in this study but increasing use of online tools (such as class websites) for content creation and delivery and extended working periods were major contributors to health problems.

b. Mental health issues.

The psychological effects of the COVID-19 pandemics have also proved difficult to manage. Being at home all day with limited social interaction, not to mention other pandemic-related sources of stress, affected the mental health of many people. The majority of the participants in this study admitted experiencing mental health issues including anxious feelings, low mood, restlessness, hopelessness, and loneliness. According to UNESCO [ 33 ], due to the sudden closure of schools and adaptability to new systems, teachers across the world are suffering from stress. Studies conducted in various parts of the world confirmed similar trends [ 34 , 35 ]. In Israel, teachers reported psychological stress due to online teaching. 30.4% teachers reported being stressed in comparison to 6.1% teachers in traditional classroom settings [ 34 ]. In Spain, teachers experienced various kinds of mental health issues like anxiety, stress, and depression [ 36 ]. An Arabian study found an increased number of cases related to anxiety, depression, and violence during the pandemic [ 37 ]. In New Zealand teachers in Higher education reported being overwhelmed due to the online teaching [ 15 ].

Online teaching appears to have negatively affected the mental health of all the study participants. Women (94%) reported more mental health issues than men (91%), as shown in Fig 3 . Nearly two-thirds of participants said they had been dealing with mental health issues regularly and a third occasionally; only 7% said they never dealt with them. Findings of this study are in line with other studies which found that female teachers had higher levels of stress and anxiety in comparison to men [ 36 ]. Studies conducted in China reported that teachers developed mental health issues due to online classes [ 37 , 38 ].

https://doi.org/10.1371/journal.pone.0282287.g003

Our analysis indicated a positive relationship between the number of working hours and the frequency of mental health issues. Of the respondents who worked online for less than 3 hours, 55% experienced some kind of mental health issue; this rose to 60% of participants who worked online for 3–6 hours, and 66% of those who worked more than 6 hours every day. A chi-square test was applied to determine the relationship between the number of online working hours and the frequency of mental issues experienced by the participants and found it to be significant at the 0.05 level ( Table 3 ).

https://doi.org/10.1371/journal.pone.0282287.t003

In terms of types of mental health issues, respondents reported restlessness, anxious feelings, and a sense of powerlessness, along with feelings of hopelessness, low mood, and loneliness as shown in Fig 4 . The stress of adapting to a new online working environment, the extended hours of work required to prepare content in new formats, the trial-and-error nature of learning and adopting new practices, uncertainty caused by lockdown, and an overall feeling of having no control were some of the contributing factors.

https://doi.org/10.1371/journal.pone.0282287.g004

Mental health issues were more common among those under the age of 35, with 64% reporting a problem most of the time compared to 53% of those over 35. It has been found that job uncertainty is one of the primary causes of a higher prevalence of mental health concerns among younger respondents than among older respondents. These findings are in line with other studies which found higher levels of stress among the young people in comparison to older one [ 36 , 39 ]. Feelings of loneliness and a sense of no control were reported by 30% of respondents under the age of 35, with these feelings occurring constantly or most of the time; only 12% of respondent over the age of 35 reported experiencing these feelings always or most of the time. Of respondents under 35 years of age 61% felt lonely at some point during the COVID-19 pandemic, compared to only 40% of those age 35 or older.

This study also found gender-based differences in the frequency of mental health issues experienced, with 62% of male respondents and 52% of female respondents reporting that they had always experienced mental health issues. The types of issues also differed by gender, with men more likely to report restlessness and loneliness and women more likely to report feeling anxious or helpless. More female respondents reported feelings of hopelessness than male respondents (76% compared to 69%), and they were also more anxious (66%).

The uncertainty of the pandemic seems to have caused helplessness and anxious feelings for female teachers in particular, perhaps because a lack of paid domestic help increased the burden of household and caregiving tasks disproportionately for women at a time when the pressure to adapt to new online platforms was particularly acute. In some cases, respondents left their jobs to accommodate new family dynamics, since private employers offered no assistance or flexibility. Deterioration of mental health also led to the increased number of suicides in Japan during COVID-19 [ 39 ].

However, female teachers fared better than their male counterparts on some measures of mental health. Although half of the respondents (men and women equally) reported low mood during the pandemic, the men reported more restlessness (53%) and loneliness (59%) than the women (50% and 49%, respectively). Restrictions on eating and drinking outside the household may have had a disproportionate effect on male respondents, making them more likely to feel restless or lonely than their female counterparts, who may have handled COVID-related isolation better by being more involved in household work and caregiving.

Number of hours worked online was also a factor contributing to mental health issues. Just as respondents had more physical complaints (including eye strain, back and neck pain, and headaches) the more hours they worked online, respondents who worked longer hours online reported more mental health issues.

One of the major drawbacks of online education is the widespread occurrence of physical and mental health issues, and the results of this study corroborate concerns on this point. This study found that online teaching causes more mental and physical problems for teachers than another study, which only found that 52.7% of respondents had these problems [ 12 ].

A report by the University of Melbourne has also indicated that online teaching and learning have a negative effect on the physical and mental well-being of individuals. Teachers working from home, in particular, have reported isolation, excessive screen time, inability to cope with additional stress, and exhaustion due to increased workload; despite being wary of the risks of exposure to COVID-19, they were eager to return to the campus [ 27 ].

c. Support mechanisms.

In general, teachers experienced good support from family and colleagues during the pandemic, with 45.64% of teachers reported receiving strong support, 29.64 percent moderate support (although the remainder claimed to have received no or only occasional support from family and colleagues). 9.39% of male respondents reported that they have never received any support in comparison to 4.36% females. Female respondents reported receiving more support than male respondents perhaps because they have access to a more extensive network of family members and coworkers. Children, parents, and siblings were cited as the provider of a robust support system by most female respondents. For example, maternal relatives called or texted children to keep them engaged and helped them with homework, and female participants said their peers helped them to prepare lectures and materials. A link was also found between age and support; the older the respondent, the stronger the support system. A possible explanation for this difference is that older people have had time to develop stronger and longer-lasting professional and personal ties than younger people.

This study explored the effects of the COVID-19 pandemic on the Indian education system and teachers working across six Indian states. The effectiveness of online education methods varied significantly by geographical location and demographics based on internet connectivity, access to smart devices, and teachers’ training. While premier higher education institutions and some private institutions had provided teachers with the necessary infrastructure and training to implement effective successful online learning with relatively few challenges, teachers at schools and community colleges have more often been left to adopt a trial-and-error approach to the transition to an online system. Further, it indicates that online education has had a significant effect on the quality of education imparted and the lives and wellbeing of teachers. While online learning has enabled teachers to reach out to students and maintain some normalcy during a time of uncertainty, it has also had negative consequences. Owing to the lack of in-person interaction with and among students in digital classes, the absence of creative learning tools in the online environment, glitches and interruptions in internet services, widespread cheating in exams, and lack of access to digital devices, online learning adversely affected the quality of education. Teachers experienced mounting physical and mental health issues due to stress of adjusting to online platforms without any or minimal ICT training and longer working hours to meet the demands of shifting responsibilities. A positive correlation was found between working hours and mental and physical health problems.

The long-term impact of COVID-19 pandemic on both the education system and the teachers would become clear only with time. Meanwhile, this study sheds light on some of the issues that teachers are facing and needs to be addressed without further ado. These findings will provide direction to the policy makers to develop sound strategies to address existing gaps for the successful implementation of digital learning. However, researchers should continue to investigate the longer-term effects of COVID pandemic on online education.

Supporting information

S1 file. supplementary material..

https://doi.org/10.1371/journal.pone.0282287.s001

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