speech on online education boon or bane

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Is online learning a boon or bane? Know the pros and cons here

Online learning can make studying so incredibly interesting, that you might not even feel like you are studying.

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Swati was looking for internship opportunities, but despite constant efforts, she couldn't get one. After multiple rejections, she realised that lack of experience and skill-gap made her profile below par and was the reason for all the rejections.

Unfortunately, there are millions of students like Swati out there. But fortunately, there is a solution to help solve this problem and that is -- online learning.

It would help boost your resume and in seeking career opportunities as employers prefer students who have relevant skills and understanding.

There has been a debate about online learning for some time, students often wonder if it is solving a problem or creating problems. To help you make an informed decision we will discuss both the aspects.

What is online learning?

Students can learn online, anywhere and anytime. Instead of physical copies of books, e-learning uses visual content and gamification.

Istockphoto.com/martinwimmer

Welcome to "Transforming Teaching and Learning," a column that explores how colleges and professors are reimagining how they teach and how students learn. If you'd like to receive the free "Transforming Teaching and Learning" newsletter, please sign up here .

What a difference a week makes.

Seven days ago in this space , I went out of my way to say that I hoped to make this column a "coronavirus-free space" to the extent possible, given Inside Higher Ed 's excellent coverage of the pandemic elsewhere and the "recognition that the rest of what we all do professionally each day isn’t stopping."

That all may still be true, but the new reality is that COVID-19 is increasingly dominating not just our collective head spaces (in ways helpful and not) but also what our jobs are day to day. That's especially the case in certain realms, including for those of you responsible for helping to deliver instruction and learning at your institutions.

So today, at least -- next week seems very far away at this point -- this column will focus on a question that is generating a good bit of discussion among thoughtful observers of teaching and learning issues: What impact will this sudden, forced immersion and experimentation with technology-enabled forms of learning have on the status of online learning in higher education? Below, 11 experts share their thoughts on how the explosion of remote learning -- much of which may be primitive and of dubious quality -- could affect attitudes and impressions of a mode of learning that already struggles to gain widespread faculty and student support.

The prospect of hundreds of thousands of professors and students venturing into academic cyberspace for the first time has prompted some commentators to take to social media to predict that this period could alter the landscape long term for online education. "Every faculty member is going to be delivering education online. Every student is going to be receiving education online. And the resistance to online education is going to go away as a practical matter," James N. Bradley, chief information officer at Texas's Trinity University, wrote in a LinkedIn post .

Goldie Blumenstyk, my friend and former colleague at The Chronicle of Higher Education , went so far as to suggest that the coronavirus could be a "black swan" moment -- "more of a catalyst for online education and other ed-tech tools than decades of punditry and self-serving corporate exhortations." She continued, "It seems safe to say that this will be not only enormously disruptive but also paradigm changing. The ' black swan ,' that unforeseen event that changes everything, is upon us."

That's surely possible -- but a very different outcome seems at least as likely. Surely some of the professors who will be venturing into virtual education for the first time because of COVID-19 will be going online with the sort of high-quality immersive courses that the best online learning providers offer. But much of the remote instruction that many professors experimenting outside the physical classroom for the first time will be offering to their students will be nothing more than videoconferenced lectures supplemented by emailed assessments.

That raises tons of issues, from how instructors and colleges treat student grades to how institutions treat student evaluations of professors. But in today's column a collection of sharp and thoughtful analysts answer a more fundamental question: Will forced exposure to and experimentation with various forms of technology-enabled learning lead professors and students to view online education more favorably -- or less so?

The full prompt, and the answers from our experts, follow.

In short order, hundreds of colleges have announced in the last week that because of health concerns related to COVID-19, they are ending in-person classes and moving all instruction to virtual settings. They’re using different language around this -- some are specifically talking about shifting to online education, while others talk about remote classes and the like. Many of them are taking advantage of (and in some cases extending) spring breaks and other cessations of coursework to prepare for the shift, and it will be some time before we can really tell what forms of learning the institutions will adopt during this period.

Several commentators have hypothesized that this time of emergency adoption and experimentation will speed up the adoption and embrace of online and other forms of technology-enabled learning. That is one scenario. Another is that the way colleges and universities transform all of their instruction in this compressed time frame will be a pale imitation of what the best in today’s online learning looks like, and that exposing entire faculties and student bodies to this flawed product will set back, rather than advance, faculty and student attitudes about the quality of technology-enabled learning.

The question/questions I’d ask you to address: What impact do you think this emergency immersion into online/distance learning by many/most institutions might have on faculty and student confidence in technology-enabled learning? Do you believe the end result (recognizing that it may be some time before we can judge) will be more professors believing in the quality of online learning and wanting to incorporate the best of what it can do into their teaching, a blurring of the distinction between online and in-person and a closing of the perceived quality gap? Do you think it could produce greater skepticism about the efficacy of technology-enabled learning, either because the experience for instructors and students alike will be substandard, or because institutions will not sufficiently prepare their instructors to teach in these new ways? Or do you envision some other outcome?

And lastly: What can institutions and individual instructors can do to ensure a better rather than worse outcome?

Our community is at the epicenter of the current emergency remote-teaching disruption. Charged with developing the plan to move teaching immediately online and/or directly making it happen, they are exhausted because their resources fall far short of need. They are also exhilarated because it’s their expertise that makes this pivot possible. Administrators must acknowledge the expertise of their own online units (if they exist) and support them such that a personally overwhelming time doesn’t also become a professional crisis. Leadership will make all the difference.

The campus units supporting online education are often underresourced in the best of times, lacking the institutional investment needed to achieve quality online education at scale. The COVID-19 response makes this worse, not better. Instructional designers and online faculty are professionals stepping up in a moment that highlights the expertise they bring, knowing that it is their time, energy and talent that can make all the difference for their students. If we allow these professionals to leverage their expertise, we can pull off something that is quite incredible -- enabling students to continue their education such that this pandemic does not derail their future plans in the same way it’s limiting their present.

Nobody thinks this is the way online education should be done. Victory during the pandemic will not include the development of high-quality online education. Victory looks like this:

• The creation and execution of suggestions (typically) or plans (aspirational) for both remote teaching/learning and working remotely. It’s tough to be planful when your house is on fire.
• Guidance for faculty to help them translate their teaching expertise into a different learning modality. Institutions that have invested in faculty training for online teaching/design, development of course templates and/or web-enhanced courses will be in a much better position.
• Curated tools , just-in-time training, job aids, course templates, real-time advice are all things an online unit can provide.
• Helping faculty support their students through a difficult time -- focusing on engagement, compassion and flexibility.

Instructional designers and online faculty are professionals stepping up in a moment that highlights the expertise they bring, knowing that it is their time, energy and talent that can make all the difference for their students. If we allow these professionals to leverage their expertise, we can pull off something that is quite incredible -- enabling students to continue their education such that this pandemic does not derail their future plans in the same way it’s limiting their present.

Leadership is critical:

• Recognize the professional burden placed on faculty and staff during a personally stressful time. Encourage them and ask what they need.
• Set realistic expectations.
• Provide guidance about working remotely, including communication tools/protocols, and guard against cyberattacks .
• Ask your online team to vet solutions from external contractors.
• After the emergency, reform policy and procedure to support education online including its importance in instructional continuity.

Any suggestion that this is the time to evaluate the efficacy of online education is more than absurd. It’s ignorant at best and disingenuous at worst. Shelve the debates about the role of faculty and of online education. Focus on problem solving now, not the future of higher education. We’ll get back to that soon enough.

It has been interesting reading about the many colleges and universities that have decided to shift on-campus instruction to a remote teaching model. There are on-campus faculty who are not the best teachers, and this fact will be more salient as such faculty are required to use technology quickly to meet their respective institutions’ decisions to use technology-enhanced teaching as a form of social distancing.

There is always a chance that some faculty who have been resistant to using technology to facilitate their teaching will be more likely to embrace their newer teaching practices over time. This will be a more likely outcome if colleges and universities are vigilant in helping faculty learn about and actively use the instructional technology tools available to help students be successful in their courses. It will be important for institutions to encourage students to share their feedback weekly about the learning experiences their instructors are shaping for them using technology. When faculty can put their teaching egos aside and use negative student feedback to improve their remote teaching practices, students will benefit and hopefully faculty will, too, because they will learn how best to meet the learning needs of their students.

There is always a chance that some faculty who have been resistant to using technology to facilitate their teaching will be more likely to embrace their newer teaching practices over time. This will be a more likely outcome if colleges and universities are vigilant in helping faculty learn about and actively use the instructional technology tools available to help.

Besides faculty adapting their style of teaching, institutions will need to have clear plans about how they will provide certain services to students. Such services include advising, proctoring, tutoring. Fully online versions of such services might exist to support current online students, but institutions will have to ensure that all students have access. This can be challenging to achieve, given some online services such as proctoring and tutoring are based upon actual student use, which can overwhelm some school budgets that are not already inclusive of such services across all students.

It will be important for institutions to carefully evaluate their remote teaching strategies across all courses after the COVID-19 crisis subsides. Institutions will need to use postmortem feedback from both their students and faculty to improve their contingency plans and how they prepare students and faculty to engage in remote learning and teaching, respectively, when institutions have to close due to a crisis. It will also be important for institutions to update their existing plans yearly and discuss how such plans can be improved upon based upon available research on how best to use technology to positively impact student learning.

Instructors in higher education settings have been practicing social distancing and self-isolation since universities were founded in the Middle Ages. One of the most remarkable dimensions of this moment is that even as we move en masse to teach remotely, we are also for the first time beginning to move en masse to thinking about teaching collectively.

Anyone even minimally involved in teaching or supporting teaching at a college or university has over the past week witnessed a quiet revolution (though one with many keystrokes), in which instructors have turned to teaching centers and instructional design units, as well as to colleagues, professional organizations, social media and internet search engines, to learn together about a range of digital tools they will need to use to teach remotely and about the design consequences of those choices. Teaching center staff who have been shouting into the wind about the benefits of learning communities can’t help but smile as the entire collegiate instructional workforce scrambles to find the nearest Hangout or Zoom teaching happy hour.

Once these tools have been identified and selected, each is going to require some wildly creative pedagogy to be genuinely useful for instruction. Since we are not designing courses from scratch to be taken fully online with self-paced learning, we are unlikely to learn much of use from this exercise about the pros or the cons of online education. However, we will learn a great deal about hybrid modes of instruction and about ways to make selective practices, such as prerecorded lectures or message board-style discussions, effective tools for learning. At the end of the day, those of us who have hesitated to use any technological tools in our teaching because the learning curve feels too steep will have been forced to consider and actively engage with a range of digital options (from lecture capture to peer editing in Google Docs) and practices (from flexible attendance policies to contract grading) that have been touted by proponents of universal design and considered off the table by many instructors until now.

If I had to put money on the single genuinely revolutionary effect of the Great Remote Learning Hack of 2020, it would be the fact that instructors finally understand that teaching is something they can engage in as a collective activity, an activity that is more pleasurable and much more intellectually interesting when we participate in it in the company of others.

I suspect that being forced to get “over the bar” of minimally technologically enhanced and maximally flexible course design and policies will mean that many of us are more inclined to use these tools and practices in the future.

But if I had to put money on the single genuinely revolutionary effect of the Great Remote Learning Hack of 2020, it would be the fact that instructors finally understand that teaching is something they can engage in as a collective activity, an activity that is more pleasurable and much more intellectually interesting when we participate in it in the company of others. No hand washing required.

On the surface, this sounds like the classic opportunity for disruptive innovation to take root. All of a sudden, the competition for online learning isn’t live, in-person classes. Those classes are canceled. Now the alternative is nothing at all.

The theory of disruptive innovation predicts that primitive services take root in areas where all they have to beat is nonconsumption. From there, fueled by a technology enabler, they improve and, over time, become capable of tackling more complicated problems and serving more demanding users. That's the opportunity online learning now has in front of it.

But I'm skeptical online learning will capitalize.

Given that college and university faculty are scrambling to move courses online, it’s now painfully clear that schools ought to have had more robust disaster-preparedness plans in place in the event of interruptions in their campus operations. But because many schools did not have such plans in place and do not have great infrastructure or resources to build good online courses rapidly, online learning is about to get a bad reputation at many campuses, I suspect.

But that’s OK, right? After all, disruptive innovations start as primitive and then improve.

I’m not so sure we’re in the typical circumstance where the logic and usual patterns of disruption hold.

When disruptive innovations plant themselves among nonconsumers, they are typically people who lack the expertise or money to use the dominant products or services in a market.

What’s happening now on college campuses doesn’t, at the moment, seem to be the same thing. If the interruption of traditional classes is temporary and business as usual resumes in the fall, I doubt that students (and their parents) who have experienced poorly constructed, hastily built online courses by faculty, many of whom know little about the science of teaching and learning to begin with, will look back fondly on those online experiences and then wonder why it is that they had ever dragged themselves to class to begin with.

Even in cases where teaching and learning centers on campuses intervene and help build the courses, they are likely overstretched at the moment, and so many courses will be poor substitutes for the originals (even if the originals weren’t terribly inspiring).

That could result in blowback against online learning at traditional colleges and universities from faculty who were new to teaching online and didn’t receive the requisite support to offer a solid experience, and from students who found it an unsatisfactory downgrade from what they had been used to.

So if that's the worst outcome, what should institutions do to prevent that? Outside of marshaling all their resources to provide faculty -- and students without internet connectivity -- the support they need to teach and learn online, I think there are a few principles to follow.

First, wherever possible, create active learning experiences -- ones in which there is synchronous communication, required class sessions, frequent opportunities for students to answer questions and defend answers, debate their peers, tackle problems, and the like. Zoom or Shindig might be suitable technologies for that, but schools should also investigate using Minerva's active learning platform, for example.

Second, remember that online learning isn't about putting the faculty member front and center like the MOOCs did. That means that teaching certain concepts might not be best accomplished through lecture-capture technologies, but instead by showing a multimedia clip, something from Khan Academy, a brief simulation, or -- heaven forbid -- by letting students teach each other. As faculty cobble together resources, also remember this: don't overload students' working memory with lots of auditory and visual effects. Keep the medium simple and engaging.

Third, start classes and lessons with a thought-provoking question or paradox, and then weave a story together to help illustrate the lesson. Students learn best when they have a puzzle that they want to resolve, and we retain ideas through compelling stories.

And fourth -- remember that there are lots of good tools to create lab and other live experiences online -- through things like Labster, or emerging VR/AR technologies.

I'd say the best-case scenario out of this crisis for online learning is that more students realize there are universities -- like WGU and SNHU -- that do online learning well, and that faculty on more traditional campuses don't hate the experience and then, as universities put in place more robust disaster-preparedness plans for the future, they are able to improve on their primitive start.

With more than 400 million students disrupted due to the spread of COVID-19, we are experiencing a watershed moment for education systems around the world. It tragically illustrates the need for higher ed institutions to build a technological backbone and digital competency to weather this crisis and to enter a new era of teaching and learning in a digital world.

While most educational institutions have not traditionally invested in online education as a core aspect of their learner experience, the tide began to change a few years ago with top universities committing to build fully digital academic experiences. The current crisis will accelerate this trend. Though challenging, it is going to be a period of forced experimentation for universities around the world -- akin to what we witnessed during the Y2K crisis that compelled institutions to upgrade their technical infrastructure.

The current state of technology and platform choices will make it easier for universities to deliver a high-quality online learning experience. Had the crisis occurred a decade ago, it would have crippled the system. But we now have extensive broadband access, reliable communications tools, user-friendly videoconferencing and widespread smartphone adoption. And over the past eight years, leading professors from top universities have authored thousands of highly rated online courses that are now available to both individuals and institutions, including other higher ed institutions. Any college or university can use these online courses as a new type of digital, interactive textbook.

As universities develop their own digital competencies, what has started as a short-term response to a crisis will likely become an enduring digital transformation of higher education.

The pandemic requires universities to rapidly offer online learning. But many are encountering the difficulty of developing high-quality online learning from scratch. Fortunately, they don’t need to. Administrators and faculty from any college or university can immediately integrate ready-made, high-quality online courseware from other trusted institutions into their curricula even as they build their internal online capabilities over time. This “buy-build” strategy enables timely response as well as the development of long-term online capability. Once the response has stabilized, universities can start authoring digital content using widely available, cost-effective tools. They can combine that with live lectures or custom assessments to keep students on track.

The higher education ecosystem has historically been seen as slow to adapt. But educators, faced with unprecedented urgency, now have the ability to deliver high-quality teaching and learning online. Virtually every institution in the world is now exploring how they will offer online learning as a stop-gap measure. Fortunately, technology and content are available to help them do this quickly and with quality. And as universities develop their own digital competencies, what has started as a short-term response to a crisis will likely become an enduring digital transformation of higher education.

What impact do you think this emergency immersion into online/distance learning by many/most institutions might have on faculty and student confidence in technology-enabled learning?

This is clearly an unprecedented time, and for universities this may force online learning to become the new normal. Multiple studies suggest that most students are already confident that technology-enabled learning works, but this has probably been a difficult transition for some faculty members. I am hoping that universities and faculty members will embrace the challenge and adapt.

Speaking to FutureLearn’s partners, they have employed a variety of techniques to support faculty success, and I think that this is an important factor in ensuring faculty and institutional confidence. I’ve heard of everything from tip sheets to drop-in hours (in-person and virtually) to assistance moving materials online. Faculty confidence will most certainly be improved if they have a positive experience. We are working closely with our partners to support this emergency move to digital methods.

Do you believe the end result (recognizing that it may be some time before we can judge) will be more professors believing in the quality of online learning and wanting to incorporate the best of what it can do into their teaching, a blurring of the distinction between online and in-person and a closing of the perceived quality gap?

I have been thinking about this a lot and wondering if we have reached the tipping point where technology truly becomes embedded into our educational approaches as the new normal. Online really has untapped potential to support student achievement and help employers address the skills gap. I have this vision where online helps schools to be more flexible in a variety of ways. Consider the following long-term opportunities:

• When higher-than-expected enrollments require additional sections to be offered quickly
• When an individual student is required to miss an on-campus course
• When adverse weather challenges commuters
• When work or personal priorities keep an adult learner from attending class
• When illness of a faculty member requires another to step in remotely
• When there is an immediate need for specialized training
• When a student wants to create their own path
• When an individual student needs a class in order to graduate
• When high-demand courses are overbooked
• When lower-demand courses still need to run to meet student requirements
• When there is a global pandemic that threatens to quarantine users all over the world
• When an employer has an immediate need to fill a skill gap

This is certainly a trial by fire, but I hope faculty will have new enthusiasm and trust in online approaches and be more willing to incorporate blended approaches into on campus teaching as a result. I think students have always expected that technology would be integrated into teaching approaches -- COVID-19 may just be expediting this.

A negative experience could certainly trigger a “never again” sentiment. It’s on us, as online learning practitioners, to step up in this time of emergency and ensure that the experience is as good as it can be for all stakeholders.

Do you think it could produce greater skepticism about the efficacy of technology-enabled learning, either because the experience for instructors and students alike will be substandard, or because institutions will not sufficiently prepare their instructors to teach in these new ways? Or do you envision some other outcome?

I hope that faculty members would see this as a viable alternative and one that can be effective. A negative experience could certainly trigger a “never again” sentiment. It’s on us, as online learning practitioners, to step up in this time of emergency and ensure that the experience is as good as it can be for all stakeholders.

At FutureLearn, we launched FutureLearn Campus in response to this crisis. This allows universities to offer their existing online courses to students at no charge and provides an area to develop future courses that are open to all and also available for a university’s own students. It also allows faculty members to use a platform they are familiar with rather than learning new technologies, which offers a much better chance of success in terms of the faculty and student experience.

And lastly: What can institutions and individual instructors do to ensure a better rather than worse outcome?

Proactive outreach. Don’t just wait for faculty members to get in touch with questions or problems -- reach out to check if they are having a positive experience and what additional support could be provided. This, of course, puts additional stress on already stressed learning design personnel, but this is their opportunity to shine!

This pandemic is exposing whole new groups of faculty members who might not otherwise make the shift to adopt technology. If we can make this a great experience (in spite of the traumatic reason why it is occurring), it will most certainly lead to future adoption.

We must start by stating that there are material differences in design, delivery and support of online/distance learning and more traditional college campus teaching. However, I do believe one of the underlying factors here will be how much focus there is on effective teaching/pedagogy to begin with at any given campus. Good technology-enabled learning does have its own attributes but should share a focus on durable learning outcomes. If pressed to pick an example, does the campus have something approximating the AAC&U Essential Learning Outcomes as a curricular North Star across faculty and academic programs? This way you have an institution-level common understanding of what good teaching/learning looks like. This would provide a frame of reference for interpreting an emergency immersion in online/distance learning. I would add that the experience of moving online will be an important factor in how students and faculty react. If they are supported and provided tools to succeed, they over all stand a greater chance of success.

That being said, for the emergency immersion to have optimal outcomes, it should be handled as a teaching moment for both faculty and students. Campus leaders and faculty should acknowledge where they are on the journey of effective online pedagogy and invite the students into the journey with them. In this way, the campus community shares the challenges of a new approach to teaching …

We seem to be moving toward blended learning being the norm as traditional campuses move online and as online institutions attempt to deeply integrate students’ work-life experiences into their program of study. Unless we all become shut-ins for the long term, the COVID-19 crisis will most likely accelerate this process. For faculty and campus leaders, I believe this will require more enterprise-level attention to both the fundamentals of good teaching and learning as well as more preparation for teaching in online settings. I believe many students are already living this reality. For example, the data show that residential students are taking more online courses and that fully online students, who tend to be older or nontraditional in some way, seek to get credits for their work-life experience.

For the emergency immersion to have optimal outcomes, it should be handled as a teaching moment for both faculty and students. Campus leaders and faculty should acknowledge where they are on the journey of effective online pedagogy and invite the students into the journey with them.

Professors face a challenge/opportunity in trying to evaluate quality even as the pedagogical activity they are assessing is changing, in real time, into something else. My thought is that with the appropriate respect for their work, and support to continue to develop their craft, they will help redefine quality for this new time.

Do you think it could produce greater skepticism about the efficacy of technology-enabled learning, either because the experience for instructors and students alike will be substandard, or because institutions will not sufficiently prepare their instructors to teach in these new ways?

I must confess I have never fully understood the either-or nature of our public dialogue with regard to technology-enabled learning versus face-to-face. Technology is a tool that can work in service of good teaching with the appropriate preparation, design, delivery and support. Faculty and students know this as well as, or better than, anyone else. I honestly believe the larger challenge is how to continue to embrace individual faculty teaching excellence while guiding the overall quality of teaching as an intentional, enterprisewide priority. This is the case with both face-to-face and technology-enabled learning. The latter does present challenges with regard to scale, but we have evolved enough to have guidelines for good practice from organizations such as UPCEA, OLC and Quality Matters.

Or do you envision some other outcome?

The deep integration of learning (as opposed to teaching only) and technology is emergent. We are about to undertake a huge experiment in how adaptable colleges, their faculty and students can be in accelerating from different points into this integration. If most institutions do this as a community, we will get where we need to go with faculty and students leading the way.

Higher education is moving online. This was the case before the COVID-19 crisis, of course. But the scale of adoption in response to the pandemic has truly been unprecedented. It is difficult -- if not foolish -- to predict how higher education may change permanently as a result. It certainly could be a “black swan” moment , when an unlikely and unforeseen event ushers in consequential, paradigmatic change. But we have our doubts.

First, though it’s a novel threat, it is an increasingly familiar pattern: institutional strain followed by online solutionism. We saw it with the “bottleneck” crises during the Great Recession. We see it now as colleges compete for a dwindling pool of potential matriculants .

Second, the black swan argument is premised on the notion that “once colleges develop the capacity to serve their students via technology, there’s little reason for them to abandon it.” But past crises have taught us that colleges are unlikely to build any such capacity. We would be better prepared for the present moment if they had. The reality on the ground is that students and faculty are grasping for support while publishers, technology vendors and solutionist entrepreneurs are clamoring to provide it. "Black swan" may be a fitting description, but so might "disaster capitalism."

Substantial resources and training are required to build interactive online courses, however. Given the rapid escalation of the COVID-19 crisis, the lack of existing institutional resources and support available to most faculty -- especially faculty in underresourced and rural schools -- and the frenzied nature of the moment, it is likely most faculty will populate their LMS shells with asynchronous online discussion forums and have time and resources for little else.

Our policies, practices and investments suggest that we view online learning more as a tool for managing crises than boosting achievement and equity. Our outcomes show it. And, unfortunately, our lack of institutional planning, support and capacity building up to this point means many institutions will survive the current exigency by replicating and amplifying all the things we know not to do. For example, while we have learned in recent weeks that social distance is a good way to flatten an infection curve, social interaction is the key to effective online pedagogy .

Substantial resources and training are required to build interactive online courses, however. Given the rapid escalation of the COVID-19 crisis, the lack of existing institutional resources and support available to most faculty -- especially faculty in underresourced and rural schools -- and the frenzied nature of the moment, it is likely most faculty will populate their LMS shells with asynchronous online discussion forums and have time and resources for little else. The consequence will almost certainly be decreased learning and increased inequity.

Higher education will continue to move online. This can be a good thing. Rapid advancements in education technology have dramatically improved the quality of online instruction. The current public health emergency facing our nation has illustrated, arguably like nothing else, we need forms of distance learning. Yet, the current crisis has also illustrated that in treating online learning as a crisis-management tool and not as a vital organ, policy makers and institutions have failed to build the capacity and resources needed to develop effective and equitable online educators and courses. This time may be different; it is difficult to say. One can just hope.

The alternative teaching and learning environments being rapidly developed right now need to be put in context of the times that we are living in. We are not creating alternative teaching and learning environments by choice. Our students are not opting in to them by choice. We are in a global crisis, which demands of students and faculty to not only switch to new learning environments, but also forces them to navigate new or different responsibilities and realities.

For instance, international students may have to search for off-campus housing when campuses shut down, or people who are parents may have to care for young children while teaching/working from home … or, in my case, I keep calling my parents, who live thousands of miles away, in order to help them navigate the abundance of anxiety-provoking misinformation that they are seeing and facing on a daily basis.

This may help us all rethink not only in-person delivery, but also online learning, assessment practices, flexibility and ways of teaching and learning in general. I am hoping it will foster more cooperation between institutions of higher education, between education professionals and between faculty and students.

What this environment will lead to is greater recognition of the role that learning and teaching experts bring to the table, especially instructional designers, educational technologists and other professionals who work in places like centers for teaching and learning. This environment will shine a light on the expertise, creativity, resilience and humanity not only of these individuals, but of the higher education ecosystem as a whole.

Toward this, I am hoping that this crisis will shine light on the value, expertise and work that these individuals do. In the process, this may help us all rethink not only in-person delivery, but also online learning, assessment practices, flexibility and ways of teaching and learning in general. I am hoping it will foster more cooperation between institutions of higher education, between education professionals and between faculty and students. I am hoping that it helps us come closer to our students and their daily realities, and in the process help us create more compassionate learning environments.

A quick peek on social media -- our email in-boxes even -- may reveal not only the abundance of resources and creative solutions that are being shared, but also the help, support and community that we are extending to one another. This gives me hope for the future, whatever form it takes.

The coming weeks and months are going to be incredibly difficult for everyone. They are going to expose and exacerbate the vast inequalities that plague our educational institutions. It's important to recognize right now that technology is not going to rectify this situation. Indeed, expecting technology to do so might make things worse. Not all students have access to a laptop or to broadband at home. And no, you can't do everything on a mobile phone. You can't just go to the library or to Starbucks for free Wi-Fi. Not now.

Many of us -- students and teachers alike -- find ourselves teetering on the brink of financial disaster. We're gravely concerned about our health, the health of our parents, our friends, our children. It's hard to concentrate on anything other than the rapid pace of news. Even the most mild of anxiety disorders now feels utterly unmanageable. K-12 schools have closed, and many of us have become full-time caregivers (and, suddenly, teachers) for our children or our siblings. Even if we once had a quiet room in which to work, these spaces are now likely to be occupied by other people who are stuck at home, too.

This isn't a time to make sweeping pronouncements about the efficacy of online education. It won't be time to make them come May or June, either. We already know that online education doesn't work well for all students -- particularly disadvantaged students -- under normal circumstances. And these aren't normal circumstances. What we will be able to judge colleges and universities on, however, is how flexible and compassionate they are during this crisis.

We already know that online education doesn't work well for all students -- particularly disadvantaged students -- under normal circumstances. And these aren't normal circumstances. What we will be able to judge colleges and universities on, however, is how flexible and compassionate they are during this crisis.

I recognize that people want to see this as a turning point for online education -- its moment to either shine or stumble. Instead of viewing this as an opportunity for institutions to reorganize around more technology, this is their chance to lead with greater humanity.

I am an historian; I study dead people. So I’m always a bit reluctant to make any predications about the future. I’ve got my hands full making sense of the past.

But here’s what I can tell you: our current moment has no precedent -- none -- in the history of American higher education. Since the advent of television in the 1950s, new technologies have been advertised as a way to provide “mass education” (as Cold War leaders called it) to the millions of new faces streaming into our colleges and universities. These institutions had been formed to serve a very small number of white, well-to-do men. But they had evolved into behemoths of diversity, enlisting working-class military veterans (who made up half of undergraduate students by 1947) and, eventually, almost anyone who could scrap together enough tuition or financial aid to attend.

Technology would allow the universities to integrate these new populations, or so enthusiasts proclaimed. According to the vice president of the Ford Foundation, which invested millions in educational television, TV would “make the greatest teachers of the age … available to everyone.” At Harvard, meanwhile, psychologist B. F. Skinner promised to replace teachers altogether. “The number of people in the world who want an education is increasing at an almost explosive rate,” Skinner warned. “It will not be possible to give these people what they want by building more schools and training more teachers.” Skinner’s answer was the “teaching machine,” which he developed at Harvard and briefly used to instruct one of his own courses. It was a box-like contraption exhibiting questions that students would answer, getting rewarded (Skinner’s favorite term) for every correct response.

Online education … was barely noticed by our regular students, who get their education the old-fashioned way: in the classroom. Now, for the first time, they won’t. They’re going to be thrown into the same big pot as everyone else. An intervention designed to serve the masses is now going to be foisted on the (upper) classes.

Skinner’s students were lukewarm in their evaluations of his teaching machine, but one of them also predicted that it would “have a revolutionary effect” outside of Harvard Yard. And that was the whole point, of course. The new machines weren’t created for elites, who would always have access to the best kinds of education that America could offer. Technology was for everyone else, providing a facsimile of face-to-face instruction at a fraction of the cost.

That’s what online education has been, for the most part. Consider my own university, which recently began the Ivy League’s first fully online undergraduate degree. It’s aimed at -- surprise! -- working and nontraditional students, who often can’t get to campus and also can’t afford our sticker price. It was barely noticed by our regular students, who get their education the old-fashioned way: in the classroom. Now, for the first time, they won’t. They’re going to be thrown into the same big pot as everyone else. An intervention designed to serve the masses is now going to be foisted on the (upper) classes.

This isn’t just an experiment in education. It’s a test of our democracy, too.

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Will Shift to Remote Teaching Be Boon or Bane for Online Learning?

What a difference a week makes.

Seven days ago in this space , I went out of my way to say that I hoped to make this column a "coronavirus-free space" to the extent possible, given  Inside Higher Ed 's excellent coverage of the pandemic elsewhere and the "recognition that the rest of what we all do professionally each day isn’t stopping."

That all may still be true, but the new reality is that COVID-19 is increasingly dominating not just our collective head spaces (in ways helpful and not) but also what our jobs are day to day. That's especially the case in certain realms, including for those of you responsible for helping to deliver instruction and learning at your institutions.

So today, at least -- next week seems very far away at this point -- this column will focus on a question that is generating a good bit of discussion among thoughtful observers of teaching and learning issues: What impact will this sudden, forced immersion and experimentation with technology-enabled forms of learning have on the status of online learning in higher education? Below, 11 experts share their thoughts on how the explosion of remote learning -- much of which may be primitive and of dubious quality -- could affect attitudes and impressions of a mode of learning that already struggles to gain widespread faculty and student support.

Digital divide: Is online education a boon or bane?

When the COVID-19 pandemic shocked the world and threw it into chaos and disarray, masks signified safety and sanitisers a necessity. Businesses moved online and into homes. schools and colleges went from classrooms and building to virtual.

It took several months of confusion, disruption and discontinuity in education for society at large to turn to what was once considered a ‘second-class education’ aka online learning. Providing online education was a sudden calling in a world where utmost importance was given to in-person/campus education.

Digitisation gave a boost to the prospects of distance learning through online avenues as new paths of learning. Most institutions were unwilling to capitalise on it due to the public's prejudice in considering unequal to incampus education.

It wasn't until the COVID-19 pandemic engulfed the world and threatened the discontinuity of education for school students that the world wholeheartedly adopted the course of online education.

Even while you read this, the online and the internet is evolving, developing, progressing and birthing new interactions, connections and experiences. Life online today has met life on Planet Earth at an equal platform. The internet has largely been more a boon than a bane for more than one reason.

There may remain a certain ambiguity on the importance of physical and social experiences that differ between online and offline education. Virtual/ distance learning has definitely helped bridge the unequal gap that exists in terms of the denial of education due to geographical, physical or financial factors of an individual or child. It brought classrooms home and expanded the reach of education like never before.

It has also changed how parents and students viewed education and helped them recognise the need for continuity in education.

Online learning has created programs that help development of other soft skills to further career opportunities and more. It has also proved that distance learning is at par in quality and content and could become a major source of education going forward. It has created opportunities not only in terms of learning for learners but for professionals as well.

The beauty of the internet is that today one can teach from anywhere to anyone. It has made education convenient, and brought learning home when people couldn't leave their homes.

Online education does not restrict students to one syllabus/ board or curriculum. It allows space for exploring and learning something beyond the syllabus. Students have unlimited access to learn new skills, languages and subjects from global experts. They have opportunities to discover and experience niche subjects which is something that is otherwise not affordable or imaginable for many.

Online education also allows people of different age groups (young or adults) to learn at their own pace, without restrictions or without compromising on their other responsibilities. Over the last two years, teachers have tried making the best of the situation by exploring new methods of teaching and assessment.

Other benefits of online education:

1. Flexible system: Students now have the flexibility to learn from the comfort of their homes or from anywhere around the globe. One may study indoors or outdoors, in a room or while travelling by subway. It also saves time, energy or money to travel to a particular destination to acquire knowledge.

2. No language impediments: Given that online education is accessible in most vernacular languages, language barriers are not present. Students are not bound to learn a particular language or to follow a particular text. Online they are able to read the language text, or see a video related to it in whatever language they prefer, giving them a multiple intelligence based approach which contributes to a better sense of understanding.

Information technology has emerged as a superpower in these days of sudden curfews and long spanned lockdowns.

We were disconnected from life but connected online.

However, there is no boon without a little learning, lesson or difficulty. It has been the same with the world venturing online to substitute in-person learning and working.

Going digital is a double-edged sword and the usage of the Internet for entertainment is common, but online lessons can be a big challenge. Teachers may not be well-versed in creating digital content and conveying it effectively online. A sudden expectation from them to upgrade, and from students to adapt, can be a bit unfair.

Body language and eye contact, which are important cues for the teacher, are difficult to perceive in an online class. ​ Teachers also don't get continual feedback in the form of students’ reactions during online sessions, which in turn reduces the effectiveness of teaching and the surety of students' understanding.

Some questions that are always on the minds of teachers are - How many students have paid attention in a class? How many have actually understood what has been taught? These questions arise even in traditional classrooms, but they are harder to address in online classes.

Parents of younger children are generally of the opinion that kindergarten and nursery aged children don't benefit from virtual learning as they believe their concentration span is smaller and they are easily distracted.

College students also seem to value the in-class physical learning experience much more than an online one. Many agree that phones can be very distracting. To top that, science and technology courses often include hands-on laboratory sessions, dissertation projects and field trips to understand theoretical studies. This aspect of learning is severely stunted due to online education.

Lastly, education is not just about understanding the subject but also about developing social skills and sportsmanship among the students, which is built-in in offline schooling. Depending only on online education may dampen the overall growth of children, and this may affect their professional and personal lives in the future.

Is online learning really beneficial?

To a great extent we can say yes!

It has bridged existing gaps, expanded the sphere of learning and was available when the world needed it most.

However, it's crucial to note that physical isolation affects the mental well-being of a student as it diminishes the real-world experience.

As a country, however, it might be beneficial to adopt and preserve an alternate stream of learning. However, it might never replace an in-person educational experience but it certainly can be supportive to it. The future is fast changing and we need to secure access, continuity and certainty of education at all times.

(Aishwarya Rao, Director, The Vivekalaya Group of Institutions)

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Online Learning Update

March 24, 2020, will shift to remote teaching be boon or bane for online learning.

Doug Lederman, Inside Higher Ed

So today this column will focus on a question that is generating a good bit of discussion among thoughtful observers of teaching and learning issues: What impact will this sudden, forced immersion and experimentation with technology-enabled forms of learning have on the status of online learning in higher education? Below, 11 experts share their thoughts on how the explosion of remote learning — much of which may be primitive and of dubious quality — could affect attitudes and impressions of a mode of learning that already struggles to gain widespread faculty and student support.

https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning

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Will Shift to Remote Teaching Be Boon or Bane for Online Learning? (Inside Higher Ed)

"What a difference a week makes.

Seven days ago in this space, I went out of my way to say that I hoped to make this column a 'coronavirus-free space' to the extent possible, given Inside Higher Ed's excellent coverage of the pandemic elsewhere and the 'recognition that the rest of what we all do professionally each day isn’t stopping.'" —Source: Inside Higher Ed

WHY THIS MATTERS:

What will the necessary move to online learning in the short term mean for higher ed in the long term? Inside Higher Ed makes some predictions in this article.

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• Speech Writing /

Social Media Bane Or Boon? Short and Long Speech for Students

• Updated on  
• Jun 17, 2024

Social Media Bane or Boon: We open our cell phones and search for something, say a restaurant or coffee shop. Within seconds, all our questions are answered. This is the power of social media , where we get to know any and every information across the world. Sitting in an Asian country, we can easily find out what’s happening in South America or any other continent. But as they say, as long as there is light, there will be shadows also. Social media is also like that. It does offer us several benefits and serves as a fundamental tool for the modern world, but it also has several drawbacks. Let’s understand why the concept of Social Media Bane or Boon is so popular these days.

Table of Contents

• 1 10 Lines on Social Media Bane or Boon
• 2 1-Short Speech on Social Media: Bane or Boon
• 3.0.0.0.1 Bane
• 3.0.0.0.2 Boon
• 4 Popular Quotes and Slogans on Social Media: Bane or Boon

Also Read: Essay on Advantages and Disadvantages of Social Media

10 Lines on Social Media Bane or Boon

Here are 10 lines on social media bane or boon.

• Excessive use of social media has resulted in a decline in face-to-face interactions, leading to a sense of isolation and disconnection in society.
• Social media has empowered marginalized communities to voice their opinions and advocate for social justice and equality.
• False information on social media creates confusion and societal discord.
• Social media platforms have facilitated the spread of information and ideas, fostering global awareness and activism.
• Social media has facilitated online learning and education, providing access to a vast array of resources and knowledge.
• Social media creates the fear of missing out (FOMO).
• India has the highest number of social media users, approximately 550 million.
• Social media has helped people connect with others living in a far-off country.
• More than 100 million businesses are flourishing on social media.
• Social media offers immense knowledge, from the evolution of the world to the present day.

Also Read: Social Media Giving Day 2023  

1-Short Speech on Social Media: Bane or Boon

‘I greet you all present here. I’m here to present a short speech on Social Media Bane or Boon. We are all connected to social media, directly or indirectly. Social media has transformed the traditional way we communicate, share information, and connect with the world around us. However, social media has a dual nature, which we must not neglect. 

We all know that social media platforms operate as powerful tools for facilitating global awareness, promoting businesses, and enabling rapid communication during emergencies. It has created opportunities for individuals to express themselves, share their stories, and find communities that resonate with their interests and values.

But, the pervasive nature of social media has led to the rise of various concerns. Incidents like the dissemination of misinformation, fake news, cyberbullying, online harassment, etc. have brought the darker side of social media to the surface. These negative aspects have a profound impact on our mental health and societal well-being.’

Also Read: Speech on The Best Day of My Life  

Long Speech on Social Media: Bane or Boon

‘I welcome you all present here. Allow me to present myself on Speech on Social Media Bane or Boon. Social Media has become an integral part of our everyday lives. What’s going on around the world can all be figured out in seconds on the social media platforms. But social media is not meant for everyone and not everyone can operate it.

That was just one side of social media, for there is another, which must not be neglected. The increase in fake news, misinformation, and online scams has underscored the need for critical thinking and digital literacy to discern the authenticity of information shared on these platforms.

The addictive nature of social media leads to increased levels of anxiety, depression, and social isolation among users, highlighting the importance of fostering a healthy balance between online engagement and real-life interactions.

Social media’s algorithms create echo chambers, which reinforce our existing beliefs and perspectives while limiting exposure to diverse viewpoints, leading to heightened polarization and a decreased willingness to engage in constructive dialogue and compromise.

At last, the bane and boon of social media must be understood in equal measure to ensure a healthy and responsible digital environment, promote digital literacy, and encourage mindful and balanced use of these platforms.

Sometimes using social media is very simple; we open an application and search for any information or a product. Social media has allowed us to express ourselves, share our stories, and engage in meaningful dialogues.

There is no doubt that social media has democratized the flow of information, allowing marginalized communities to voice their concerns, advocate for social justice, and catalyze movements for positive change. 

Social media platforms have transformed the dynamics of business and marketing, providing organizations with an unprecedented opportunity to reach a vast audience and promote their products and services. 

Also Read: World Social Media Day

Popular Quotes and Slogans on Social Media: Bane or Boon

Here are some popular quotes or slogans on social media bane or boon. Feel free to use them anywhere.

‘Real Connections, Not Just Reactions: Navigating Social Media Wisely.’

‘From Likes to Real Life: Embracing the True Meaning of Connection.’

‘Online Empowerment, Offline Engagement: Harnessing the Power of Social Media.’

‘Filtering Facts, Fighting Fake News: Unveiling the Truth Behind the Posts.’

‘Beyond the Screen: Cultivating Relationships That Transcend Social Media.’

Also Read: How to Prepare for UPSC in 6 Months?

Ans: The bane and boon concept has been highlighted by debate competitions. Social media Bane signifies something that causes negative sides of using it, which causes distress, harm, or ruin. Boon refers to the positive sides of social media, which are beneficial, advantageous, or favourable.

Ans: Social media platforms facilitate instant communication and connectivity, serve as a vital tool for sharing information, and news, offer businesses a powerful platform for marketing their products and services, and enable the creation of communities and networks based on shared interests, values, and goals. Also, Social media is an excellent platform for educational services.

Ans: Cyberbullying, online harassment, the spread of misinformation and false news, privacy breaches, data leaks, and increased rates of depression, anxiety, and feelings of inadequacy, due to its excessive use, are some of the major drawbacks of social media.

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Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Online Education: Pros and Cons of Online Learning

Online learning is becoming increasingly popular in today’s times. It has solved the dilemma of people who are unable to pursue their further studies due to several personal obligations. With the help of online learning and virtual classroom, many students are receiving education at several times lesser cost within the vicinity of their homes. There was a time when courses taken from online education were never considered adequate. However, things are changing nowadays. According to a study taken conducted by SRI International, on average students in online learning conditions performed better than ones who receive face-to-face education. Although there are online education pros and cons to take into consideration.

Online learning is becoming increasingly popular in today’s times. It has solved the dilemma of people who are unable to pursue their further studies due to several personal obligations. With the help of online learning and virtual classroom, many students are receiving education at several times lesser cost within the vicinity of their homes. There was a time when courses taken from online education were never considered adequate. However, things are changing nowadays. According to a study taken conducted by SRI International, on average students in online learning conditions performed better than ones who receive face-to-face education. Although there are online education pros and cons to take into consideration.

This has sparked a debate about whether one should take up online classes rather than the conventional college-based courses. To be entirely frank, there are upsides and downsides to everything. There are pros and cons of online education as well. If there are several benefits of virtual classrooms there are certain downsides too. The onus lies in the hands of a student to decide if he wants to opt for online education for its benefits or want to bail out for its shortcomings.

Read More: O nline Education: Is it a boon or bane?

In this blog post, we have summed up the online education pros and cons to let you make a conscious decision.

Online Education: Pros and Cons

Pros of Online Education

Flexibility

Unlike real-time classes, students don’t have to reach their college in a certain time. If someone is also working side by side or has to look after the family, online education provides the kind of flexibility they need. Online classes are convenient and flexible. Students can log in through their computer anytime and anywhere and begin learning. However, there still are due dates for assignments that have to comply.

Online classes allow you a room to be independent. You can set the pace of your learning yourself. You don’t have to rush just because the rest of the class has grasped everything. You can work as quickly as you want. Many programs also offer early degree completion if you already a certificate or significant coursework in your hand. You can move towards an advanced degree if you have enough credits.

Multiple Options to Choose From

There is a plethora of options to explore from in case of online learning. There is a diverse and complete offer of online programs to opt from. More than 5 million people take online courses today to take a leap in their career or to hone their skills. They can choose from programs in business, healthcare, information technology, waste management, soft skills, foreign languages, etc.

Gamified Learning

The teachers online are innovating and creating engaging content to educate their students. With the help of digital technology like interactive software, the course content can be integrated with games to make it more engaging. Games not only make learning fun but also lets you retain the information for longer.

Save a Lot of Time

No more getting stuck in a traffic jam. You can start an online class within 30 seconds of switching on your desktop or laptop. You can sit within the comforts of your room in your favourite pyajamas with a cup of hot chocolate in your hand while attending classes online. You will save a lot of time which you would have otherwise spent travelling to the college, waiting for the teachers to arrive, gossiping with colleagues and so on.

No More Leaves

Imagine having to urgently leave for somewhere for some personal work. In case of conventional education methods, you would have needed to ask for leaves which can result in loss of studies. However, in case of online education, you can leave with your laptop or iPad and open it to access to continue with your lessons.

Cons of Online Learning

Lack of Interaction

Those who have attended college must miss the charms of making new friends at college. This is a drawback in case of online learning. However, you can still make new connections on the online discussion forums with the people who have enrolled in the same course as you. You can meet them up in real life if they live in the same city and discuss their studies.

You Have to Check Time Zones

In courses where the online instructor belongs to someplace in a different time zone, the students will have to match their time according to theirs. You have to recalibrate your watch according to their time if you don’t want to miss your classes.

You Need to Be More Disciplined

There are chances of students to be laid-back in case of online classes. You have to force yourself to set your schedule aside for online classes. You should dedicate some time from your day to study the course material and watch the online lectures. Self-discipline is a must in case of online education.

Lack of Training and Practical Experiences

You will miss out on the laboratory and field trip experience in case of online education. If you want to get a degree where there are practical and hands-on as a core requirement, then you might get out of luck. If the course you want to pursue has a lot of hands-on and laboratory sessions, then you might as well want to enroll in a full-time college-based course.

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Online Learning: A Boon or Bane?

Online learning is one of the modern-day facilities that we got out of the digital revolution. People can take all types of courses on the internet. Whether you want to earn a degree, certification, or are interested in practicing your guitar skills, all is possible today through online learning. A student wondering if I can ace my online classes through the internet can also benefit immensely from this platform.

In this time of COVID 19 pandemic, the world is adapting to new systems temporarily. Online learning has become the new normal and its popularity will only increase in the coming times. When times of desperation and extraordinary crisis become history, there are always some people that are able to grow from it and there are the other ones that suffer. We have to try our best to utilize this time in the most positive and constructive way by adapting to the facilities we have. Online learning can be one of those facilities that can take us in the direction of growth.

Every innovation comes with its unique set of pros and cons, and so does online education. In many ways, online learning is a great addition to our lives because everyone gets to have the facility to learn new things from their home. Yet one can come up with various arguments that show that in-class learning has some specific advantages that could not be availed with online learning. For example, distance learning by its very nature lacks the social benefits where one can become friends and form acquaintance more easily. There are many other disadvantages of online learning; however, we feel that the advantages significantly outweigh the disadvantages.

Here are some of the major benefits of embracing online learning:

More Affordable

Finances are crucial for our day to day living and we always have to see if something is benefiting us financially or not. Online education is far more affordable than in-class learning in almost all cases. There are some really expensive online learning courses out there too but those are an exception. The majority of online education opportunities are either available for free or at very affordable price tags. It might have to do with the fact that the majority of these online courses want to enroll a maximum of people and that is only possible when the prices are reasonable.

At the end of the day, it does not matter if an individual’s acquired skill came from in-class learning or online learning. You end up learning some brilliant constructive skills from online courses at highly affordable rates. Even if you end up finding a cheap in-class learning opportunity, the traveling cost and other such costs add up to make it an expensive option of learning. This is not the case with distance learning since you will be learning from the comfort of your home.

Flexibility

Online learning is far more flexible in every way possible. You will find classes of all types of price ranges, subjects, and timing on the internet. Let’s say for example that you can only take the class at night, in case of in-class learning finding a night class can be difficult but you can easily find online classes that suit your time. Similarly, there are far more options in terms of the subject too. Maybe the course of your choice might not be available in the city you live in, but through online learning, you can take classes from anywhere in the world.

This trait of flexibility is a result of the very basic nature of online learning. It is a far more democratic and open system of use in almost every way. You might be living in the UK but can still take online classes being hosted from New York. Also, being present at some specified place is not necessary for online classes. Therefore, online learning options provide great flexibility for a student.

More Accessible

With in-class learning, the study coursework is introduced to you in bits and pieces by the instructor. You have to take all the classes to find complete information regarding the course. However, with online learning, the information is far more accessible. Your teacher will provide you with PDF documents and slides that will offer comprehensive data about the subject. Secondly, students can search for things online simultaneously while taking online courses. You can also record the course with your instructor’s permission for your recollection. There are also multiple other ways that make online learning a very accessible means of learning for you.

Fewer Distractions

Imagine you are going to some institute to take a class. You have to check bus timings, you have to reach the place on time, you have to sit in a class with multiple people and that all can become a distraction. It happens constantly that students become so caught up with the other activities surrounding their institutes that they get distracted from studies.

This will not be the case when you are taking online classes. Online learning options are far easier to focus on. Despite the fact that you are in your private space and it has its own kinds of distractions, they are still far more controllable distractions. You can focus on your education in a far more effective way while taking an online class.

It is safer

We cannot talk about the benefits of online learning without discussing the factors related to COVID-19. We are going through an international crisis right now and nothing is more important than social distancing. It is not just a safety precaution for our own sake but it is also a social responsibility on us. We have to practice distancing. God knows when this pandemic will come to an end but until that happens it is very important that we stay away from attending public gatherings.

The safest option of learning is available online. The online brands of learning have adapted to this crisis in a great way and they are offering discounts and new facilities for students. So, if I had to highlight this major benefit of online classes that they are safer.

As we highlighted, at the starting of this article, we should try our best to use this time of crisis for our growth. Online learning opportunities are available in abundance and one has great options to choose from. If you are a student wondering how I can ace my online classes then there are online facilities available for that too. No matter if you are trying to get some certification, a degree, trying to learn an instrument, or trying to acquire any other skill, you can find help online. The world has become a global village and the credit for that goes to the internet and digital revolution in a humongous way. 

There are great options available online that can help you in becoming more skilled and prepared for the future. You should be utilizing this time in developing valuable skills and that is possible through online learning. Find the right kind of course for you and commit to it in the best way. We promise that you will not regret making this decision. Online learning is a great boon for our society, as is any new innovation if used correctly.

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The sessions were attended by 166 students out of 250 on Google classroom and video sessions. The response rate was 71.4%% (95 CI 67.5-75.8). As shown in Figure no.1, 81% (95 CI 67.5-75.8) participants were happy with the ongoing online teaching-learning in respect to lectures. Figure no.2 shows that 52.9% (95 CI;47.3-58.6) are using Google Classroom, 32.2% (95 CI;27-37.6) are using video based platforms like Zoom, Google Meet, Cisco Webex etc. 53.6% (95 CI; 48-59.2) participants viewed Google Classroom as the best platform while 44.1% (95 CI;38.5-49.7) favoured video based platforms for teaching-learning (Figure no.3).

Students felt online teaching is suitable for classes which are theoretical in nature, but they are not very useful for clinical training. They liked flexibility and ownership of resource material. The only advantage would be that “we can attend during a pandemic”. It's like"something is better than nothing”. The difficulties faced were network issues and connectivity. We also looked at the disadvantages of online clinical skills classes.

E-learning was perceived by 64% students as not fruitful. 48.8% students felt that online clinical teaching is not helping them to learn clinical skills. 52.5% students reacted it is not boon but creating anxiety in their mind as it is not making them confident to manage the patients. The students’ responses highlighted the anxiety on their part. Some expressed their feelings as that online clinical training is useless (64%).

One of the response from our student made us introspect ourselves as teachers. ”Because I know I’m not a very bright student and I don’t want to make blunders ahead. Please extend our session if you really care about us “.

4. Discussion

Medical education which included clinical skills training faced a challenge. As the exposure to real patients was not available, it was imparted through video recordings and demonstrations online. Online learning has some advantages over traditional learning in delivery of the newest evidence-based medicine. There are no geographical barriers which results in better communication and networking with health care professionals from different countries can be done.

Our students described it as learning anytime anywhere around the world. Its flexibility ensures that the learner gains more control over their learnin [4] .Our students felt access to study material anytime helped them to understand the concepts at their pace.

Some of the students’ responses in their own words.

“Considering the profession we have chosen, we need to have a clinical exposure to different patients which is not possible through inline classes. Classroom experience is totally missing. The bond of trust that forms when a doctor communicates with the patient lacks. We can't become doctors sitting at home. We don't get to actually see and ask patients. Viva will be difficult for us. Clinical training requires looking at the patients and also develops our communication skills which is important for a medical student. At least for a final year student, we should be allowed to Look and talk to patients.” To get medical knowledge and competency, patients’ contact is very much needed and they cannot only rely on books [5]. It is proved that the students may not develop necessary clinical skills through online education systems, but it may exacerbate the burden on their mental health [6]. Using online resources to simulate clinical scenarios and in depth discussion on patient care and diagnosis can get students to develop out of the textbook thinking. It is a boon in this pandemic but not helpful as such in clinical skills.

The success of online teaching/learning depends on many factors. Both students’ and teachers’ perspectives are important to make it effective [7]. “Cultural resistance” of staff towards E- learning is identified as a barrier to student engagement with technology-based education. Hence, initiatives in favour of faculty orientation and training in respect of E-learning are necessary to successfully introduce e-learning programs. Orientation and training programmes were carried out on in our college as part of our medical education activities. Our faculty found difficulties in the beginning and there was reluctance, but gradually they became familiar with this mode. However, they observed that the students were unresponsive at times and it was difficult to understand if they had any concerns. It is suitable for didactic lectures but not for clinical/practical training. WHO, UNICEF report 2017 suggested that online learning is feasible and effective for training health care professionals in acquiring knowledge and skills related to essential newborncare. Nearly 3500 physicians and over 1000 nursing professionals were trained in 12 sick newborn care courses and five essential newborn care courses [8, 9]. Stewart, et al. 2013 found that the group of medical students who received blended learning which had an online component in addition to the conventional teaching, achieved a significantly higher mean score in a module for teaching newborn physical examination skills than the control group [10]. The students wanted online classes for lectures to be continued even after the lockdown period. Similar experience shared by Scagnoli et al shows the importance of online training in COVID pandemic for pediatric undergraduate students [11]. Flexibility of E-learning provides information to the students beyond the specified timings of teaching in class and gives them freedom to read and learn whenever they feel the need for the same.

The same was documented in a Nigerian study and this point was also highlighted by our students [12]. Apart from the fruitful use of the lockdown period in the corona pandemic, the present study revealed the acceptability of the online learning mode by the students and faculty with few suggestions. To help the students to develop clinical skills we may need to adapt the blended mode. As we move on to un lockdown mode the students should be posted to clinical rotations in small groups.

5. Conclusion

Online e-learning is extremely crucial in the pandemic but should not replace the time-tested conventional classroom teaching especially in the medical field. The suggestions by the students included that e-learning should be blended with the conventional teaching and adopted as a regular part of the curriculum. We conclude that online teaching is possible and acceptable as a complementary method to the traditional or conventional method of medical teaching in India as a normal part of the curriculum, irrespective of the lockdown period. The blended learning mode will be the best solution.

• Mooney G, Bligh J. Information technology in medical education: current and future applications a shift in medical education practice from traditional forms of teaching to other media which employ online, distance or electronic learning
• Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med 81 (2006): 207-212
• Nimavat N, Singh S, Fichadiya N, et al. Online Medical Education in India – Different Challenges and Probable Solutions in the Age of COVID-19. Adv Med Educ Pract 12 (2021): 237-243.
• Barteit S, Guzek D, Jahn A, et al. Evaluation of e-learning for medical education in low- and middle-income countries: a systematic review. Comput Educ 145 (2020): 103726.
• Byrnes YM, Civantos AM, Go BC, et al. Effect of the COVID-19 pandemic on medical student career perceptions: a national survey study. Med Educ Online 25 (2020): 1798088.
• Costello E, Corcoran M, Barnett J, et al. Information and communication technology to facilitate learning for students in the health professions: current uses, gaps and future directions. Online Learn 18 (2014).
• Bediang G, Stoll B, Geissbuhler A, et al.Computer literacy and e-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences. BMC Med Edu 13 (2013): 1-8.
• Reaching the Every Newborn National 2020 Milestones Country Progress, Plans and Moving Forward Geneva: World Health Organization. WHO, UNICEF report 2017 (2017).
• Thukral A, Sasi A, Chawla D, et al. Online neonatal training and orientation programme in india (ontop-in)—1/nthe way forward for distance education in developing countries. J Trop Pediatr 58 (2012): 486-489.
• Stewart A, Garry I, Jardine L, et al. A randomised controlled trial of blended learning to improve the newborn examination skills of medical students. Arch Dis Child-Fetal Neonatal Ed 98 (2013): F141-F144.
• Scagnoli NI, Choo J, Tian J. Students' insights on the use of video lectures in online classes. Br J Educ Technol 50 (2019): 399-414.
• Obi IE, Charles-Okoli AN, Agunwa CC, et al. E-learning readiness from perspectives of medical students: a survey in Nigeria. Niger J Clin Pract 21 (2018): 293-300.

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Online education: Boon or bane for special kids

Online platforms of teaching can be daunting for students with special needs. However, many resources can be of help, but how?

The ongoing pandemic shifted education to new modes and methods. Online education became popular among educators and educational institutions to tackle the ongoing challenges. Technological support and various assistance resources came out with flying colors, except for a vast majority of disabled students. Distance learning is a huge struggle, leading to growth impediments and controlled development for kids with special needs. Not just children, but the caretakers are equally in distress amidst the changing wind.

Working on the progress of the overall development of autistic kids, including social-emotional skills, personal interactions, and disciplined routines, is devastating while learning from home. Not to withstand, students who lack the ability to speak or are minimally verbal can’t interact on virtual platforms. Special kids demand trained educators who understand the requirements of all life skills along with impulse control and self-management. 

Assistive technology to rescue

One major problem to tackle among disabled children is invoking love for learning. Various Ed-tech platforms are coming forward with basic skills like reading and maths courses for children with disabilities to help them in advanced education. Evolving technology and internet availability are indeed fast-forwarding the process.

Children with ADHD, visual-motor deficiency, dyslexia, and dysgraphia can be helped via cutting-edge software, mobile applications, assistive virtual reality, and much more. The range of technology expands from lower-levels such as graphic online worksheets to higher-levels like artificial intelligence. In the physical classroom, the success of many products is already established whereas online learning is just stepping up to discover newer alternatives.

Stepping up the game

In the pool of newer developments, a few have proven to be effectively established in online modes for special children. Text-to-speech software is one of them, designed to help students facing reading difficulties. The category covers children with common print disabilities of any kind of visual impairment, dyslexia, blindness, or learning difficulties.

Impaired ability to read can be overcome by benefiting from text-to-speech, which reads aloud any text as per demand in an understandable voice by scanning the document. Children with ADHD, intellectual problems, and autism also benefit from this feature. Additionally, the accuracy of text-to-speech software is uncanny. American Foundation for the Blind (AFB) suggests for people with low vision,

“Learning to listen to speech output will prove more productive for such individuals than struggling to read text while leaning close to the computer screen.” 

Some popular software aiding read ‘aloud features’ are Word Talk by Microsoft Word and Supernova Access Suite. Word Talk not just reads aloud, but can create an audio file that can be saved and accessed later. People with visual disabilities and inefficiency to operate a mouse can access features of Word Talk using customized Keyboard shortcuts.

Word also offers programs to help children with writing disabilities by predicting words that users might intend to write. A smart technology based on recent use, syntax, and spellings. Children with memory problems can benefit from this feature too. On the other hand, Supernova Access Suite has a speech as well as screen magnifier feature with braille display support. 

Solving the trouble of making keynotes, a writing tool ‘Builder’ steps in the game. This software has abilities to integrate notes. Builder carefully breaks down the whole process into three simple steps. A graphical tool is used to scan the document and add necessary information at appropriate locations easing the process of note-making. In the end, an automatic process creates a paper where any note can be dragged and dropped creating a rough draft.

Assistive technology is progressing in aiding hearing for deaf and other children suffering from auditory learning problems. The National Association for the Deaf suggests the use of hearing aids and cochlear implants by children who need hearing assistance. These devices can impeccably increase the reach and effectiveness of learning. Listening devices are embedded with transmission technologies to capture sound, making hearing possible. The market currently holds different categories of assistive listening systems with different transmission technologies. 

It’s only a beginning

The advancements have a longer path to cover. Systems that can enable deaf students to watch video study materials, the same as their fellow mates can be made possible. Closed captioning and Subtitling can be used to create videos for students with speech disorders. As for children facing problems with mobility, FaceMouse is software that allows a webcam to become a mouse. The children can operate various functions with the use of head and facial gestures. The variety of functions include clicking, typing, pointing the cursor, etc. Another system to help students with mobility challenges, such as paralysis, is Sip-and-Puff.

The children can operate a system using a mouthstick to control operations. The availability of Alternative Augmentative Communication (AAC) tools used by renowned names like Stephan Hawking, brought a revolution for disabled kids. However, there is a lack of such advanced tools while talking about learning via Ed-tech. Some companies are actively researching newer alternatives to make communication in real-time, both language and speech-generation a reality, to aid special children and educators. 

A tool named Kred Rewards is developed by special needs teachers and former tech executive Nidhi Patel. “Kred Rewards positively motivates kids to build skills while being rewarded with a weekly allowance based on their skill-development, and access to a cool rewards store. Skills can be academic, social/emotional, home, or developmental. But building self-management skills — being able to set your own goal and track it to completion — is one of the key goals we have with students with special needs, and especially children on the spectrum,” said Patel.

Some popular programs such as Khan Academy, IXL, Do2Learn, and many other lesser-known sites can be actively utilized to fulfill the demands of special needs for disabled kids. It’s suggested to take trials on a few platforms before opting for the best as per a child’s interests. Moving on the same lines of development, an enormous revolution can be brought to the education sector for special kids. A key point for educators to keep in mind is providing written, simple, and easily trackable course material that can be identified by various technologies. 

Education for all 

Disabilities lead to many challenges throughout the life of a child, education should not become one of those challenges. Success, future, and personal development are pillars built via education and learning. Any tools making it possible must be considered and used in the best possible way. The art of distance education is still in infancy for kids needing special assistance. However, with every trouble, the requirement of necessary solutions reaches a peak. Someone steps ahead to resolve the issue.

Ed-tech startups and various entrepreneurs step in to uplift the standards and fill the societal gaps. Multiple alternatives are flooding the market and some are still under ongoing research to enhance virtual offerings. The business is going to expand inevitably along with the extended benefits to special kids. In the end, the goal is “Education for all, and education to never stop.”

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Is Technology a Boon or a Bane? An Essay

Through neocolonial trade relations, globalization has caused a world-wide division of labor, resources, and consumption—between former colonizers and the colonized. Technology—the latest in the choir of idols worshipped by the modern West—exacerbates this schism even as it reduces it. This article explores the implications of the products of technology for work, class, and caste in this last phase of neocolonialism. Technological devices that de-class us, by replacing human and animal workers, can also re-class us by dividing owners from the operators of machines.

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Ameerudheen , TA . 2018 . “ Kerala engineers who developed robot to clean manholes are on a mission to end manual scavenging .” Scroll.In . Feb 27 . ( https://scroll.in/article/869900/kerala-engineers-who-developed-robot-to-clean-manholes-are-on-a-mission-to-end-manual-scavenging ).

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Bora , Garima . 2019 . “ A robot to end manual scavenging? This startup can provide the ‘Swachh Bharat’ we need .” The Economic Times . June 7 . ( https://economictimes.indiatimes.com/small-biz/startups/features/a-robot-to-end-manual-scavenging-this-startup-can-provide-the-swachh-bharat-we-need/articleshow/69685536.cms ).

Genrobotics . nd. “ Manual Scavenging v/s Bandicoot .” Genrobotics. com ( https://www.genrobotics.org/bandicoot ).

Goswami , Subhojit . 2018 . “ Manual scavenging: A stinking legacy of suffocation and stigma .” DownToEarth . September 11 . ( https://www.downtoearth.org.in/news/waste/manual-scavenging-a-stinking-legacy-of-suffocation-and-stigma-61586 ).

Heidegger , Martin . 1977 . The Question Concerning Technology and other Essays . NY : Harper & Row Publishers, Inc .

Nkrumah , Kwame . 1974 . Neo-Colonialism The Last Stage of Imperialism . London : Panaf Books Limited .

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Technology in Education: Boon or Bane?

Technology – in the form of gadgets and applications – has penetrated every sphere of our lives. Young and old alike use technology for every task, from the mundane to the profound. There’s a gadget for this, there’s an app for that – we commonly hear these words in everyday conversation. It is no surprise then that the field of education has come under the same onslaught.

Amidst all this ‘hungama’, it is very easy to forget the primary purpose of a learning experience. As a teacher and educator who cares deeply about children’s well-being, I use a rule of thumb to ascertain the relevance of technology in a given situation. I share the rule here, for the benefit of other teachers and parents out there. Use it for your own benefit and for your children’s sake.

What is the technology?

Before jumping into using it, be aware of what the technology is. Is it a smart board, a tablet, a computer, a smartphone? Or is it an application – a video, an animation, an infographic – that can be used on any device? Children these days have a greater awareness of what is available and often insist that parents give them some specific gadget. Be wary if your child insists on using your iPhone even when the family computer is available. This leads to the next question.

What is the technology used for?

Educate yourself on what the technology is used for, once you are aware of what the technology is. Is a tablet used as a substitute for a textbook? Is the smart board in the classroom used to show multimedia content or used to project textual content on a large screen? What about your child watching videos non-stop on the computer or smartphone – educational or otherwise?

Is using technology adding value?

This is by far the most important question to answer. If we use a tablet as a substitute for a textbook, the technology is not adding any value – only the medium of information dissemination has changed. The child gets the same information from the text book without the harm of the screen light.

If a smart board in the classroom is used to show multimedia content that is otherwise not accessible to children, then it adds value. On the contrary, if textual content is being projected, then children are better off reading from their own books.

If your child is watching videos continuously on the computer or smartphone with an excuse that they are educational videos, then how is the video better? If the purpose is to observe an acid-base neutralisation reaction, then conducting the experiment hands-on is the best way. It is simple enough to conduct with vinegar and baking soda in a household kitchen. It is also safe enough for a middle school student to experiment on their own with adult supervision. No amount of jazz in a video can substitute for the hands-on experience here.

Alternatively, when the purpose is to understand the structure and function of the heart, an animation of the heart and circulatory process certainly adds value.

EdTech – Technology for Education

We use EdTech or “Education Technology” as the generic name for technology used and applied in Education. You can use it as a tool and catalyst for learning and then reinforcing the learning.

Your child may already be using EdTech in the form of text and video tutorials, immersive content, puzzles and so on. EdTech is also about using technologies like Machine Learning (ML), Augmented Reality (AR), and similar technologies to give personalised content. You can also get contextual content (based on the location, user, learning speed and so on) with the help of such technologies.

We at NumberNagar® are using EdTech to create interesting applications which can augment the conventional way of learning.

Convince yourself of the purpose that is being served using technology. It should lead to an enhanced learning experience. As with everything else, context plays an important role here. Ask yourself the questions listed above before blindly going behind technology. Once you decide that the use of technology adds value in the chosen context, go ahead and use it. Use moderation and discretion in the extent to which you use it, especially when young children are involved. Technology can be addictive and “too much is too bad” even when the intentions are good. Use EdTech to your advantage to assist in and reinforce your learning.

The author is Dr. Soumya Sreehari , co-founder and specialist at NumberNagar®

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Technology: Boon Or Bane

Technology is one of the greatest inventions of humankind. It is so powerful that it shapes our thinking and our way of life within no time. It is ever-evolving.  Technology is a tool invented and sharpened by humans to make their life easier. Those who know the correct application of technology, be it any sphere of activity, have managed to make lives easier for themselves and, to some extent, also for others.

Technology has proven to be helpful in various fields, whether it be education or infrastructure. Online classes help children learn things while sitting at their homes comfortably during a curfew or some illness. Educational games help to create competitive skills within them, which allows them in the real world.

Online shopping has made it easier for people to buy products that are not available in their nearby shops or are too expensive. Online shopping brings with it, various sources of a job for the unemployed. Technology also helps us connect with our long-lost friends via multiple apps like skype, WhatsApp, etc.

But other than good aspects, technology has some harmful effects on children as well. From the surveys done every year, it is seen that the increase in usage of devices has caused many health problems in children like hypertension, migraine, etc. The use of these also leads to body damage, both physically and mentally. Technology has separated children from their parents. Due to this, children hardly talk to their parents and are busy chatting with their friends.

Writing is an art, but technology has taken away people’s minds from it. Standard English is not used while chatting on the phone. Instead, children are seen using abusive and slang language, which can cause damage to their thinking.

It is seen that technology has its pros as well as cons. It only depends on how people use it in their lives. If used judiciously, it’s a boon or else a bane.

that\'s realy like me because tecnology is also boon or a bain so this is our responsibility that how to use it if we use to only for work then this i...

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Essay on Internet Boon Or Bane For Students

Students are often asked to write an essay on Internet Boon Or Bane For Students in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Internet Boon Or Bane For Students

Internet: a blessing for learning.

The internet is like a huge library that never closes. Students can find information on almost any topic at any time. This is great for homework and learning new things. It’s also easy to practice skills with online exercises and games.

Staying Connected

With the internet, students can talk to friends and family, even if they live far away. They can also meet people from different countries and learn about other cultures, which can be very exciting and educational.

Distractions and Misinformation

But the internet can also be distracting because of games and social media. Sometimes, finding wrong information can lead to confusion. It’s important for students to learn how to tell if something is true or not.

Staying Safe Online

The internet has some dangers, like bullies or strangers who may not be friendly. Students need to know how to stay safe by not sharing personal information and telling adults if they see something bad.

250 Words Essay on Internet Boon Or Bane For Students

Introduction, learning made easy.

Firstly, the internet is a big help in studies. It’s like a magic library that never closes. You can find information on almost any topic, watch educational videos, and even take online classes. It’s great for homework help and learning new things on your own.

Another good thing is staying in touch. You can chat with friends, work on group projects without being in the same room, and make new friends from all over the world. The internet connects people, making it easier to share ideas and learn from each other.

The Dark Side

But, the internet has a dark side too. Sometimes, students spend too much time on games or social media. This can make them less active and hurt their eyes. Also, there’s wrong information and bad people online. Students need to be careful and smart when using the internet.

In conclusion, the internet is both good and bad for students. It depends on how they use it. With the right balance and safe surfing, the internet can be a student’s best friend for learning and connecting with the world. But remember, too much of anything is not good, so use the internet wisely!

500 Words Essay on Internet Boon Or Bane For Students

Introduction to the internet.

The internet is like a giant library that’s always open. Imagine being able to find any book or piece of information without having to leave your house. That’s what the internet offers. It connects us to the world and has changed the way we learn, play, and talk to each other. But is it all good, or are there some bad parts too? Let’s explore whether the internet is a boon (a good thing) or a bane (a bad thing) for students.

First, the internet is a powerful tool for learning. If you’re curious about the stars, the deep sea, or how cars work, the internet has answers. You can watch videos, read articles, and even join online classes. Homework help is just a few clicks away, and you can learn at your own pace. For students who live far from libraries or schools, the internet is especially helpful.

Connecting with Friends

Another great thing about the internet is staying in touch with friends and family. Students can chat, share photos, and work on projects together even if they’re miles apart. This can make learning more fun and lets you make new friends from different places.

Unlimited Information

The internet is full of information on every topic. This is great for students who are naturally curious. You can find facts about history, science, math, and more. It’s like having the smartest teacher who knows everything and is always there to help you.

Too Much Screen Time

Spending too much time on the internet can also be a problem. Staring at screens for a long time can make your eyes tired and keep you from running around and playing outside. It’s important to balance the time you spend online with other activities.

The internet can also be distracting. With so many games and social media, it’s easy to forget about homework and studying. Plus, not everything on the internet is true. Learning how to tell if something is true or not is a skill that students need to learn.

If you’re looking for more, here are essays on other interesting topics:

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5 Minute Speech on Social Media Boon and Bane in English for Students

There are a lot of boons and banes as we talk on the subject matter of social media. I believe this is a very important topic to keep us all above ground and to be well aware of all the happenings around social media. It is undeniable as we talk about the impact that social media has on the working of the world and its people. It has made life on Earth much easier. For instance, some jobs have been made virtual, communication has been made so much easier with WhatsApp, Instagram, telegram and many more. The economy of all countries has grown at an amazing rate. Through social media we can update about ourselves to friends and families living afar, we can keep ourselves updated with the current affairs of our country and others as well, and many more. These are a few of the greatness that social media bestowed upon us. With good comes bad and therefore we are also falling into the clutches of social media by letting it control us and our lifestyle. We have been given allowance to let social media take over and that is paving so many ways for worse disruption. Social media is addictive and because we keep no limit towards it, many people are bound to fall into its clutches and it creates problems of addiction within it. There are many problems of scams and cyberbullying from kids to adults resulting in more cases of suicides. People in general are facing so many mental health issues concerning this because this has paved the way for comparison and competitions within lifestyles.

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