Department of Humanities and Social Sciences

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    Where Teachers Learn
    (Economic Political Weekly, 2015-11) Nair, Harikrishnan Gopinadhan
    Rajesh Misra and Supriya Singh (“Continuum of Ignorance in Indian Universities,” EPW, 28 November 2015) rightly highlight a number of deficiencies in Indian universities. But they have focused only on a possible framework of solutions for degeneration of the quality of faculty members interpreted by this author as degeneration of teaching quality; anomalies in teaching methodologies; and obsessive orientation towards exams. The possible framework of solutions is threefold: by incorporating learning outcomes while planning for courses, by working out graduate student attributes for degree programmes, and the institutionalisation of teaching–learning centres (TLCs). This note is thus divided into three parts: first, the “what and why” of learning outcomes; second, the relationship between learning outcomes and graduate student attributes; and third, the rationale and role of TLCs.
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    Reflections on Teaching–Learning in Gandhi Studies
    (Sage, 2020-12) Nair, Harikrishnan Gopinadhan
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    Factors Extraction of Effective Teaching-Learning in Online and Conventional Classrooms
    (IJIET, 2020-06) Nirban, Virendra Singh; Shukla, Tanu
    Integrating technology in education through online courses can enhance the learning experience when coupled with the traditional methods of interaction. Online courses can help in providing access to education to people from remote and marginalized sections of the world. They help in developing critical thinking and increasing the capacities of students necessary for the 21st century. There has been a shift from traditional classroom teaching to teaching in a hybrid or blended manner. An online learning environment creates a potential learning space for students to use technology for effective teaching and learning process. A well-designed learning environment can blend conventional methods with technological innovations for increasing the accessibility and efficiency of the education system. The study collected data from graduate students (N=220) on various determinants of effective online courses and learning. Correlation was used to explore the relationship of the dimensions with the construct of effectiveness. Factor analysis was done and two factors were extracted, namely, student attributes, features of the platform and instructor quality. The findings of the study provide insights for measuring the effectiveness of online courses and initiate measures to handle the challenges to online education.