The Impact of Force Paradigm Shift in Teaching and Learning Higher Education in Nepal: A Study on Behavior Perspective

Abstract

The spread of the Corona virus compelled each education institution to shift from face-to-face mode to online mode at a faster rate. This forceful paradigm shift to the online mode of instruction was felt as a sudden change mostly for the developing country like Nepal where the online mode of teaching and learning was novel practice for the people. This study mainly focuses on the impact of the paradigm shift to the online mode of teaching and learning in higher education institutions (HEIs) and explores the existing situation of implementing online education. It was based on descriptive analysis technique with the systematic review of the related literature, observations of the online activities on the related field and discussions to the different stakeholders of the HEIs about the implementation of online mode of teaching and learning and, the self-experience of online mode. In this study, the major impacts due to force paradigm shift to online mode are concluded as access to quality education, social inequalities, technology adaption, and emotional wellbeing; accelerate change, high dropout, and laboratory work and assessment. These all impacts are considered as the consequences of the inadequacy and inaccessibility of the physical and human resources, geo-sociological condition of the learner, low proficiency of technical knowledge, low motivation and technical difficulties regarding curriculum, etc. The response towards the implementation of online education was found mixed. The study recommends supporting the teachers and students for the effective implementation of online teaching and learning. Similarly, it recommends providing the best alternatives to access education for remote and disadvantaged learner and the curriculum should be reintroduced so as to feet for online learning pedagogy.