True, Online education is a better choice when the other option is no education at all as happen to be the case during corona pandemic. However, that the traditional methods of a classroom has obviously immense potential for developing a creative mind.
Learning is not merely an act of telling and consuming as happens during online learning.
Learning is a complex and multifaceted process that involves more than just telling and consuming information. Different learning theories have different perspectives on how people learn, and what factors influence their learning.
Some of the major learning theories are:
– Behaviorism: This theory focuses on observable behaviors and how they are shaped by external stimuli and reinforcement. Learning is seen as a change in behavior as a result of experience. ¹
– Cognitivism: This theory emphasizes the role of mental processes and structures in learning. Learning is seen as a process of acquiring, organizing, and storing information in memory. Learning is also influenced by prior knowledge, motivation, and metacognition. ¹
– Constructivism: This theory asserts that learning is an active and social process, where learners construct their own meaning and knowledge based on their experiences and interactions. Learning is also influenced by the context, culture, and community of the learners. ²
– Humanism: This theory views learning as a personal and holistic process, where learners are motivated by their intrinsic needs, interests, and values. Learning is seen as a way of fulfilling one’s potential and self-actualization. ¹
Learning is not merely an act of telling and consuming may be supported by some of above theories, especially constructivism and humanism, which emphasize the learner’s agency, autonomy, and creativity. However, other theories may also have some validity, depending on the learning goals, outcomes, and methods.
Online learning can be effective for different types of learners, depending on the design and delivery of the online courses, the quality and availability of the online resources, and the motivation and engagement of the online learners. However, online learning also has some challenges and limitations, such as:
– Online learning may not provide enough social interaction and feedback for some learners, especially those who prefer collaborative and cooperative learning.
– Online learning may require more SELF-REGULATION AND SELF-DISCIPLINE FROM THE LEARNERS, as they have to manage their own time, pace, and learning environment.
– Online learning may not be accessible or affordable for some learners, especially those who lack the necessary technology, internet connection, or digital literacy skills.
– Online learning may not be suitable for some subjects or skills that require HANDS-ON PRACTICE, PHYSICAL DEMONSTRATION, OR DIRECT OBSERVATION.
Therefore, online learning is not a one-size-fits-all solution, but rather a flexible and adaptable option that can be tailored to the needs and preferences of different learners and educators.
Online learning can be more EFFECTIVE IF IT IS BLENDED with other modes of learning, such as face-to-face, formal, or multimedia, and if it is supported by appropriate pedagogical strategies, such as scaffolding, feedback, assessment, and personalization.

Many experts are of the opinion that there is a distinct possibility of discussion, argument and contestation of ideas that is available in a classroom is undermined if the digital platforms are accepted as an instrument to enhance the quality of education.

Many argue, that digital platforms can offer many benefits for online learning, such as:
– Providing access to a variety of information resources and interactive educational materials
– Enabling online polls, quizzes, assignments, and feedback to assess and reinforce learning
– Supporting online discussion forums, chat rooms, and video conferencing to facilitate communication and collaboration among learners and teachers
– Fostering critical thinking, creativity, and self-expression through video-based responses and other multimedia tools
However, digital platforms also have some challenges and limitations, such as:
– Lacking sufficient social interaction and feedback for some learners, especially those who prefer face-to-face and cooperative learning
– Requiring more self-regulation and self-discipline from the learners, as they have to manage their own time, pace, and learning environment
– Not being accessible or affordable for some learners, especially those who lack the necessary technology, internet connection, or digital literacy skills
– Not being suitable for some subjects or skills that require hands-on practice, physical demonstration, or direct observation
Digital platforms can be used to enhance the quality of education, but they should not REPLACE THE TRADITIONAL CLASSROOM ENTIRELY. Instead, they should be blended with other modes of learning, such as face-to-face, formal, or multimedia, and they should be supported by appropriate pedagogical strategies, such as scaffolding, feedback, assessment, and personalization.
Pratham is one of the largest non-governmental organisations in India working towards achieving such goals. It was co-founded by Madhav Chavan and Farida Lambay. It works towards the provision of quality education to the underprivileged children in India. Established in Mumbai in 1995 to provide pre-school education to children in slums, Pratham today has interventions spread across 23 states and union territories of India [2] and has supporting chapters in the United States, UK, Germany, Sweden, and Australia.
Annual Status of Education Report (or ASER), is a household-based survey that collects information on children’s schooling status and basic learning outcomes in almost every rural district in the country. The ASER survey is an enormous participatory exercise that has involved about 500 organizations and upwards of 25,000 volunteers every year since 2005. As part of the survey, estimates of children’s schooling and learning status are generated at district, state and national levels. ASER is the only annual source of data on children’s learning outcomes available in India today, and is often credited with changing the focus of discussions on education in India from inputs to outcomes. The ASER model has been adapted for use by fourteen other countries across three continents. These countries have organically come together to form the People’s Action for Learning (PAL) Network, with a secretariat housed in Nairobi.