Pedagogical Implications of Online Classes and Assessments in the Context of the Pandemic Covid 19

Abstract

This paper provides a perspective of the pedagogical implications of online classes and assessments conducted during the pandemic, Covid 19. A course handled by one of the researchers, in this unprecedented scenario, is presented as a case study. The major differences between online classes and the traditional face to face classes have been highlighted and augmented with opinions gathered from the major stakeholders in the teaching learning process namely, the teachers and students. With the proliferation of online courses the entire concept of teaching and learning has changed along with the assessment patterns. But the onslaught of the pandemic has thrown all of us out of gear and the concept of online classes has changed drastically from what it was before the pandemic.  Notwithstanding the ramifications of this situation, the level of commitment on the part of teachers has not diminished in the least which is evident from the survey which was undertaken. In fact there has been a veritable metamorphosis of the teachers with the changing times. Further there is also a perceptible shift from teacher centred pedagogy to learner centred pedagogy with the advent of online teaching and assessment.