ABSTRACT
Higher education in India saw an abrupt shift from traditional face to face classrooms to complete online modes, given the strides made by our home country in the technological fronts and its integration with education, further catalyzed by the COVID-19 pandemic. The pandemic period, in particular, witnessed a proliferation in online learning in synchronous modes, contrary to the earlier existing asynchronous online modes. Though there exists replete literature discussing learner’s readiness in the physical face to face classrooms and online learning readiness (OLR) for asynchronous modes, there is a dearth of similar literature for synchronous online modes.
In its backdrop, we developed an online learning readiness scale for synchronous modes (OLRSSM) for students of Indian Higher Education Institutions (HEIs), following the approach by Armstrong et al., (2005) and Stein et al., (2007). OLRSSM assesses OLR for real-time online classes via Video Conferencing-based Learning Management Systems (VC-LMSs). The chapter further explores the factors of OLR which compromise the effectiveness of online learning. It also focuses on the consequences of the gender dynamics on the OLR of Indian students through the Mann-Whitney U test.
The study reconfirms the resurfacing of gender-based stratification in online teachinglearning materialized through OLRSSM, which we acknowledge as the ’virtual learning inequalities’ (VLIs). Further, it brings to light a new concrete border shaped by the online educational system which is far beyond the existing understanding of the mere digital gap. This border resulting in ’virtual learning hindrances’ (VLHs) encompasses the factors related to learning preferences and motivation. We coin the 285term ’virtual learning contours’ (VLCs) in this chapter, a culmination of VLIs and VLHs. The study proposes diagnostic and remedial measures to bridge the VLCs. It also indicates the need to experiment with alternative teaching strategies so that resources can reach students.
