Students at Delhi University could soon have the option to complete 40% of their semester courses online. The university has included the University Grants Commission’s online learning platform, Swayam, in the agenda for its Academic Council meeting scheduled for Thursday.
This proposal for online teaching was introduced in 2019 in the Academic Council and was approved for adoption, endorsing the UGC (Credit Framework for Online Learning Courses through Swayam) Regulations, 2016. The document in the Academic Council agenda highlights that higher education institutions may permit up to 40% of total courses in a specific program for a semester to be conducted through online credit courses using the Swayam platform.
The UGC had directed institutions to create a framework for credit transfer and integration with existing programs. The commerce department at DU is considering being the pioneer in implementing Swayam online courses for the upcoming semester.
Several teachers have raised concerns about potential disadvantages in the higher education structure that could arise from this move. They anticipate opposition to this item by several elected Academic Council members during Thursday’s meeting.
Pankaj Garg, a Mathematics teacher at Rajdhani College, shared with The Indian Express that online education may not significantly contribute to clarifying the initial basic concepts for students until they have the opportunity to attend college and engage with teachers and peers. Garg expressed concern that if this item is approved in Thursday’s Academic Council meeting, it could have a negative impact on the education system. He emphasized that such a move could be suitable for a temporary arrangement but may not be suitable for a permanent mode of teaching. “We observed that online teaching during the pandemic wasn’t very effective. It could be utilized for extra courses like Value Added Courses to address the limited infrastructure on campus, but it may not be suitable for regular curriculum,” remarked Garg.
The objections against the move to allow 40 percent of courses to go online stem from concerns about the feasibility of online classes as a substitute for on-campus instruction. Critics argue that the majority of students lack the necessary infrastructure and equipment to effectively engage in online learning. They assert that this shift could negatively impact the quality of education and undermine the nation’s standing as a global leader. The opposition also raises issues of funding cuts and potential job losses in the teaching sector. Critics view this move not as a strategy for blended learning but as a method to implement privatization and contractualization, as outlined in the National Education Policy (NEP). They contend that this approach may lead to a significant reduction in the workload, displacing ad hoc and temporary teachers. Their demand is for the absorption of ad hoc and temporary teachers to address these challenges.
Expressing concerns about the potential threat to teachers’ jobs within the university, Maya John, an elected Academic Council member and faculty member at Jesus and Mary College, emphasized the importance of classroom teaching for students with diverse backgrounds. She stated that many elected AC members are likely to oppose the move and register dissent, emphasizing that classroom teaching is crucial and cannot be easily substituted by online learning on platforms like Swayam.
John highlighted the possible consequences of such initiatives, including job losses, outdated courses, and a decline in the quality of content being taught. The move, if implemented, may jeopardize the employment opportunities for teachers, affecting the overall educational experience for students.