ENG101 English Composition

The COVID-19 epidemic has disrupted the lives of all segments of the community because individuals have been requested to isolate themselves in their homes to avoid viral transmission. The mental health effects of the lockdown were severe and caused psychological difficulties including anger, stress, and depression (Chaturvedi, Vishwakarma and Singh, 2021). With the closing of educational schools, the need for a gradual shift from physical to digital learning became apparent (Kapasia et al., 2020). Online education has been suggested as a potential substitute for traditional education (Adnan and Anwar, 2020). However, an e-learning meta-analysis (Cook, 2009) concluded that e-learning is superior to none and comparable to classroom education. As classrooms and daycares reopened briefly, children were using mobile phones and laptops for a lot of time.

Up to 60% of workers in the United States are expected to have operated remotely at some stage since the pandemic, a move that may result in "profound shifts in mind-sets toward jobs and existence as we know it," according to Wen Fan (Hollands, 2021). Individuals are isolated in their households, entirely reliant on digital media for food, grocery regularly wearing masks, and sanitizing. Additionally, everyday wage workers are left without food and employment opportunities, making it difficult to survive.

Adopted Changes – Effective or not

However, there are obstacles to tackle. Certain students who lack secure internet connections and/or technologies have a difficult time engaging in digital learning; this disparity exists throughout nations and across income groups within nations. As per OECD results, although 95% of students in Switzerland, Norway, and Austria have computer access for school activities, only 34% of students in Indonesia do (OECD, 2020).

In the United States, there is a major disparity between people from affluent and deprived backgrounds: although almost all 15-year-olds from privileged backgrounds reported having access to a device, almost 25% of those from poor backgrounds reported not having one. While several schools and states, such as in NSW, Australia, provide students in need of technical equipment, many are worried about the pandemic widening the digital gap (OECD, 2020). It is obvious that this pandemic has wreaked havoc on an academic environment that many believe was still losing importance.

Considering each of these circumstances, it can be concluded that the COVID prevention strategies implemented in the educational system and daily life cannot be deemed lasting and cannot be continued long after the pandemic ends. Of course, a person must adjust to changing times and circumstances to survive, but these adjustments are not intended to last permanently. Although wearing masks, using hand sanitizer, social distancing, isolation, work-from-home policies, and online schooling are the strongest approaches available in the current climate for combating COVID, they cannot be deemed permanent. Thus the thing that has been currently used during a pandemic is not a fashion fad, as happened with landline/mobile phone but definitely, things have to move back to the way they were before the pandemic.  However, equilibrium between the pre-and post-pandemic worlds would need to be reached.

References

Adnan, M. and Anwar, K., 2020. Ed606496. Journal of Pedagogical Sociology and Psychology, 2, pp.2-8.

Chaturvedi, K., Vishwakarma, D. and Singh, N., 2021. COVID-19 and its impact on education, social life and mental health of students: A survey. Children and Youth Services Review, 121, p.105866.

Cook, D., 2009. The failure of e-learning research to inform educational practice, and what we can do about it. Medical Teacher, 31(2), pp.158-162.

Hollands, C., 2021. COVID-19's Effects on Everyday Life. [online] Bc.edu. Available at: <https://www.bc.edu/bc-web/sites/bc-magazine/winter-2021/linden-lane/covid-19-s-effects-on-everyday-life.html> [Accessed 12 May 2021].

Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., Barman, B., Das, P. and Chouhan, P., 2020. Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India. Children and Youth Services Review, 116, p.105194.

OECD, 2020. Learning remotely when schools close: How well are students and schools prepared. [online] Available at: <https://www.oecd.org/coronavirus/policy-responses/learning-remotely-when-schools-close-how-well-are-students-and-schools-prepared-insights-from-pisa-3bfda1f7/> [Accessed 12 May 2021].

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