Alarming results from a survey report conducted with a group of faculties and students of the Harvard University had led to intense arguments about the ethos, compensations and compromises to the well-being of today’s higher ed graduates. The overall consensus glean-able from statements such as “I thank God, my mom and my therapist!” from a graduating scholar recently, adds weight to the idea that students today are generally suffering from higher pressure levels in winning over their comps, defending theses and facing exams. This, educational experts state is not your usual exam fever. The issue has escalated to a higher level wherein recorded symptoms of various long term syndromes are increasing making this a very serious issue.
Various reasons attributed to this phenomenon include sudden increase in scrutiny, lack of mentors for first generation graduates and modern yard scales of assessment being brought forefront by the academic institutions without proper training provided to the students. While the first two of the above reasons are understandable due to improved standards of education and a proportionate increase, the third reason demands a deeper analysis. Usage of online education tools and platforms is a likely place to start this analysis.
The academic institutions are catching up with technology and introducing online programs, assessment tools and the like. However, both faculty and student members of these institutions lack in the know how to immediately get themselves accustomed to these tools and platforms. Many a professor and graduate can often be ignorant of the basic procedures needed in order to go through the curriculum on an online platform for weeks from the start of a course. While some of the faculty members in fact had over a decade to get used to this, sudden changes of platforms can throw them into a surprise as well. As for the students, the first generation graduates are the ones primarily affected.
The lack of mentor-ship and probable unavailability of exposure to online tools for education at school level directly leads into this issue. Many websites, online service providers and app developers have come forward with a solution for this by providing easy to use and similar tools to use as a sand box before, for example, posting in an online discussion on your college discussion forum. The millennia’s are on both ends of the spectrum depending on their urban roots or lack of and those lacking these skills can greatly benefit from websites for online assistance, support and supplementary learning materials.
Do you think it is mandatory for academic institutions to be more elaborate on their induction to online tools?
Will this boon of technology be an unfair academic advantage to those who are tech savvy?