THE FORCE FIELD ANALYSIS OF ONLINE LEARNING

Abstract

Introduction: Online teaching and learning have become the need of the hour during the COVID19 crisis. This study uses the force field analysis, an effective and structured decision-making technique, to bring to light the factors influencing the online learning from the students’ and family’s perspective. Methods: This study was cconducted as an audit under university guidelines. Twenty students belonging to Year-4 of medical program volunteered to participate and they responded through email. The information was collected, and all the relevant points compiled, analysed, and then grouped together under the section headings. Results: The safe home environment, good food, plenty of spare time and self-motivation were among the accelerators. The advantages recognized were opportunity for family bonding, less travel, being more economical and environment friendly, less tiring, and stressful and opportunity to explore and learn online materials. The brakes were technical and internet connection issues, distractions in conducive home environment, increasing stress, eye strain, backache, and lack of motivation. Inability to learn from real life patients, inability to build rapport with the lecturers and deprivation in meeting friends, loneliness and health issues and internet addiction were counted among the disadvantages. The family’s views were mixed. Anxiety, worry and concern on one hand and support and gratitude for the teachers on the other hand. Conclusion: The forces for (accelerators) and against (brakes) the online learning varies from student to student. The factors conducive for one may be unconducive for the other. The individual attitude matters the most. Considering the advantages and disadvantages the “blended learning” can be a way forward.