Learning Continuity in the Realm of Education 4.0: Higher Education Sector in the Post-pandemic of COVID-19

Debarshi Mukherjee () and Khandakar Kamrul Hasan ()
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Debarshi Mukherjee: Tripura University (A Central University)
Khandakar Kamrul Hasan: Tripura University (A Central University)

A chapter in Future of Work and Business in Covid-19 Era, 2022, pp 171-186 from Springer

Abstract: Abstract Learning continuity in the realm of Education 4.0 is posing a stiff challenge to educators due to the physical restrictions imposed by the coronavirus pandemic on institutional learning. Around 320 million learners were prevented from going to schools/colleges across India causing a sudden joltin all educational activities. Despite the challenges, higher education institutions responded affirmatively and evolved to harness the advantages of assistive technologies to ensure the continuity of teaching–learning activities, research, and thus service to the society. The paper discusses the evolution of the blended learning paradigm and its efficacy to ensure higher learning specifically at the tertiary level. In the quest to identify a suitable instructional mechanism, academic institutions have pursued a variety of techniques including synchronous, asynchronous, or mixed-mode heutagogic learning approaches. The researchers seek to use a thematic literature review of the various relevant learning models to explain the nuances of blended learning attributed to the factors of commitment, flexibility, collaboration, and self-paced managed learning environments. The paper proposes a narrative of andragogic styles that are universal and acceptable for higher education institutions to practice and avoid disruption to education.

Keywords: Learning continuity; Education 4.0; Higher education; Heutagogy; Andragogy (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/978-981-19-0357-1_15

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