Manav Rachna Educational Institutions quickly adopt technology-driven learning methods

As India reported its first Corona positive case, the government started gearing to meet the threat it imposed. Manav Rachna Educational Institutions realised that urgent measures need to be taken in teaching, research and other administrative plans in its two universities: Manav Rachna International Institute of Research & Studies (MRIIRS) and Manav Rachna University (MRU).

“We adopted technology-supported classes within a week. Our faculty and students were quick to adopt video and other social media assisted teaching-learning processes during the crisis. Adoption of digital strategies has enhanced learning and achieved higher-order learning objectives. It is expected that beyond the pandemic, digitalisation will become the norm,” Prashant Bhalla, President, Manav Rachna Educational Institutions.

With about 8000 students registered for various multi-disciplinary programmes (Engineering, Science, Technology, Physiotherapy, Nutrition, Law, Management, Liberal education) in January 2020, online classes at Manav Rachna commenced from March 13, 2020, while many universities were still thinking of how to cope up with the COVID-19 situation.

Faculty training through various platforms

Both MRIIRS and MRU started framing plans on how students can continue to learn using various other technology support measures. With the establishment of Centre for Advanced Learning (CAL), all the faculty members were trained and guided on teaching through the online mode. They were appraised about the tools and e-platforms like Zoom, Google class, Microsoft Teams, BlackBoard that could be used to connect with students. It included tools for delivery of lectures, tools for conduction of tutorials, and how to engage and support students for other co-curricular and extra-curricular activities. These training programs helped the faculty in understanding the challenges involved in online education and familiarize them about the use of various technology platforms and digital tools for technology-enhanced learning. New SOPs were developed for making the online education system more transparent and robust.

Deadlines met to ensure continued learning

Classes began in online mode on various platforms which included conducting online quizzes, tests and use of online tools for assessments. We conducted the second mid-semester examination (T2) and all assessments were done from March 21 onwards in an online mode. The faculty members continued with online classes and completed the semester which started in January 2020. The end semester examinations were conducted during May 8 to 15, 2020, as per the announced academic calendar. Evaluation of all the answer scripts was completed within three days and results announced where the evaluation was completed.

Measures for improvement

An analysis was done to see the effect of the changes incorporated that were necessitated due to COVID-19, on the quality of learning. Based on the feedback received from students additional training was imparted online for delivery to specific faculty to make it more effective and interactive. Looking at feedback received from students, it seems that it has made all students inclusive which was not possible in physical classes.

Measures for a robust digital infrastructure

Immediate measures were also taken to enhance the existing digital infrastructure and revise its IT strategy. It helped in accelerating the digital transformation process and plug gaps wherever observed. A major change which was incorporated in the teaching and learning environment is inclusion of video conferencing which requires higher bandwidth. Some faculty members focused their efforts on the use of AI and other technologies for the benefit of the students. It helped in making personalized adaptive learning a reality.

This individualised approach helped in addressing learner diversity, monitoring individual performance and improve life as well as behavioral skills. Such processes also help to make assessments more transparent, engage students, enhance digital learning and replace high stakes of summative tests.

Development of e-content

Special training sessions were organised for teachers for developing e-content. Students came up with various innovative ideas that motivated them to go to next stage and use these concepts for creating start-ups.

Preparation for next semester

As the semester was completed in time as per the schedule already decided and results announced, the preparation for next semester was initiated. By doing so, it was thought that students would be free by the last week of September so that they can go to industry or R&D organisations or work at the university’s IIC on innovative ideas for at least 12 weeks (assuming the pandemic would get over by this time).

Transforming the challenge into an opportunity

Manav Rachna considered the pandemic not as a challenge but as an opportunity and encouraged the faculty and students to use innovative methods. As a result of this, an increase in attendance has been registered in the online classes.

This could be attributed to three reasons:

(i) Present students are tech-savvy and enjoy learning using digital technologies.

(ii) Online classrooms are more inclusive and student engagement is more.

(iii) Probably, the parents pushed them to learn and acted as a watchdog for them.

Blended mode gained acceptance

Teachers were encouraged to develop e-content for delivery during next semester scheduled from May 26, 2020 in a more thoughtful manner. This led to the evolution of blended or hybrid mode, which is now a more accepted way of delivery where satisfaction level among both teachers and the students is of higher level. This mode may emerge as a preferred mode in the months and years to come. Though the universities were already using a blended mode already but to a very limited extent and interaction was face to face in the classrooms which has been replaced by video interaction.

Practical classes used specialised equipment

The practical classes required specialised equipment with latest technologies along-with use of materials. The core courses in engineering which are having this component, do have limitations in this aspect. Some of the laboratory work is of routine nature and can be taken care of by simulations. Manav Rachna in collaboration with IIT Delhi has been able to get most of the experiments conducted through an online mode. In many cases these experiments can be accomplished on smartphones thus avoiding purchase of costly equipment. Recently it has also led to development of IOT activities which use sensor-based information and is especially important for future of manufacturing. Such integrated technologies in future will enhance learning by detecting learning progress and adapt the difficulty of contents to learner’s skill level, capability and learners learning style.