Online learning is not easy.
It takes a toll on teachers, students and even parents.
From ensuring lessons are engaging, students staying focused, to securing a device and stable Internet line, the entire process takes a great amount of time, patience and preparation.
Over the past 10 months, there has been a fair share of sweat, tears and frustration when it comes to online learning for Malaysian students, especially in public schools.
Some parents and students have lamented they are not satisfied with the quality of teaching or the lack of engagement displayed by teachers.
Given the lack of resources, including having to buy their own devices and data plan, the expectation on teachers (who have never been trained to teach online) to be tech-savvy almost overnight seems unfair.
Working parents are also finding it tough to troubleshoot when a technical problem arises. Some parents have been forced to start work late (or in some cases, skip work) as they need to share their devices with their kids.
Finding a conducive room in your home to study can also be challenging.
With dogs barking, roosters crowing and your neighbour cooking up a storm, finding a quiet place to study is itself challenging.
Those who have been left most frustrated are those from lower-income groups as they find it tough to even attend online classes.
From unaffordable devices and unstable Internet to difficulties in finding a suitable spot to study in a 300 sq ft home, these are just some problems students in the B40 group face.
Student dropout rates increased last year.
Primary school dropouts increase from 0.12 per cent in 2019 to 0.13 per cent last year, while secondary school dropouts increased from 1.14 per cent in 2019 to 1.26 last year.
Several telecommunication companies offer attractive Internet packages, with some offering free devices to students.
The YTL Foundation, for example, had last year announced it was giving away free mobile phones to B40 families as part of its Learn from Home Initiative.
However, quick solutions are required to prevent more students from dropping out and ensuring those who are still in school do not lose interest.
The Education Ministry should spearhead the effort to ensure teachers and school administrators identify students who need devices and Internet lines.
This should not be difficult, as the daily attendance at virtual classes can be used as a first sign that a student is facing problems.
The matter should neither be ‘taichi-ed’ to the Women, Family and Community Development Ministry and its agencies, nor should local governments alone be tasked to identify which B40 family living in a People Housing Scheme requires assistance.
The problems of those in rural areas where Internet signals are poor should be addressed. There are already teachers delivering homework to students by hand and more must be done to support teachers and students in these areas.
The challenges posed by Covid-19 have shown that we now need an entire village to ensure students get the best out of virtual lessons.
The co-operation of all quarters, including parents and educators, is crucial to ensure today’s schoolchildren do not become the lost generation.
