The COVID-19 pandemic has radically shifted the learning experience on an unprecedented scale. While online internet access and technology tools provide a seemingly convenient solution to transition from onsite and face-to-face interaction to a virtual learning environment, the current situation has revealed the lack of these facilities and other digital barriers in many communities worldwide, including Singapore.
In a 2019 survey conducted by the Infocomm Media Development Authority, 98% of households in Singapore with school-going children enjoy computer access at home and nearly 100% of them have home internet access.1 This means that every young learner has the capability to go online, accessing new ways to learn without the physical presence of an educator or trainer. However, the reality is that some communities do not have access to digital tools or conducive spaces necessary for digital learning.2
Big Data and machine learning have augmented teaching, allowing course content to adapt to individual needs and proficiencies. Web-based learning tools within the learning space such as virtual classrooms also aid in engaging students and instilling a sustained interest in learning. New multimedia and interactive tools such as games or simulations have provided both schools and workplaces with novel ways to deliver content, and for learners to experience knowledge differently. For the working community, there are numerous avenues to learn and upskill with professional courses available in online and digital formats and multiple ways to learn, experience and practice course content.
How effective technology is on the learning experience in terms of its role in reinforcing human connections and social interactions is also an important consideration when assessing its impact.3
To learn more, check out the resources listed below.
Look out for our next instalment where we will explore virtual arts and culture.
Lau, J. (2020, April 21). Will online education widen Asia’s digital divide? Times Higher Education. Retrieved 2020, May 14.
1. The learning challenge: Dealing with technology, innovation and change in learning and development
Paine, N. (2014). The learning challenge: Dealing with technology, innovation and change in learning and development. Kogan Page. Retrieved from OverDrive. (myLibrary ID is required to access this ebook.)
2. Should robots replace teachers?: AI and the future of education
Selwyn, N. (2019). Should robots replace teachers?: AI and the future of education. Wiley. Retrieved from OverDrive. (myLibrary ID is required to access this ebook.)
3. Understanding the digital generation: Teaching and learning in the new digital landscape
Jukes, I., & McCain, T. (2014). Understanding the digital generation: Teaching and learning in the new digital landscape. SAGE Publications. Retrieved from OverDrive. (myLibrary ID is required to access this ebook.)
4. Mind change: How digital technologies are leaving their mark on our brains
Greenfield, S. (2015). Mind change: How digital technologies are leaving their mark on our brains. Random House Publishing. Retrieved from OverDrive. (myLibrary ID is required to access this ebook.)
Geng, S., Law, K.M.Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blended learning environment. International Journal of Educational Technology in Higher Education 16(1), 1–22. Retrieved 2020, April 30 from ProQuest database via NLB’s eResources website. (myLibrary ID is required to access this article.)
Smythe, S. (2018). Adult learning in the control society: Digital era governance, literacies of control, and the work of adult educators. Adult Education Quarterly, 68(3), 197-214. Retrieved 2020, May 14 from EBSCOhost database via NLB’s eResources website. (myLibrary ID is required to access this article.)
Reilly, K. (2020, April 6). The online learning divide. TIME Magazine, 195(12-13), 38-41. Retrieved 2020, May 14 from EBSCOhost database via NLB’s eResources website. (myLibrary ID is required to access this article.)
教科文组织：新冠疫情催生远程学习 但数字鸿沟令人担忧。（2020年4月21日）。联合国网站。Retrieved 2020, April 30.
UNESCO reports that school closures due to COVID-19 has resulted in remote and virtual learning for primary and secondary school students worldwide. However, a large number of them do not have the required infrastructure and equipment. It adds that alternative measures such as using existing community radio and televisions and appropriate training for teachers to conduct such long-distance learning is important to ensure that learning is not disrupted during this period.
Peranan teknologi dalam dunia pendidikan. (2018, October 20). Kompasiana. Retrieved 2020, April 24 .
This article discusses the role and impact of technology in our lives.
Disclaimer/ Rights statement
The information in this resource guide is valid as at May 2020 and correct as far as we are able to ascertain from our sources. It is not intended to be an exhaustive or complete history on the subject. Please contact the Library for further reading materials on the topic.
All Rights Reserved. National Library Board Singapore 2020.
IMDA (2019). Annual survey on infocomm usage in households and by individuals for 2019. Infocomm Media Development Authority. Retrieved 2020, April 30 from https://www.imda.gov.sg/infocomm-media-landscape/research-and-statistics/survey-reports ↩
Lee, V. (2020, April 19). Home-based learning – a look at three homes. The Straits Times. Retrieved 2020, May 14 from https://www.straitstimes.com/lifestyle/home-based-learning-a-look-at-three-homes ↩
Bekar, B., Casasbuenas, J., & Barnet, G. (2020, April 3). Learning remotely: what to prioritise during COVID-19. Nesta. Retrieved 2020, May 14 from https://www.nesta.org.uk/blog/learning-remotely-during-covid-19/ ↩