Efforts to control COVID-19 in India included a rapid shift to online teaching and learning. The failure of policy makers and educational leaders to separate teacher-centred online delivery and learner-centred online learning as significant factors in response to this decision produced a severe impact on quality and access to education and reinforced educational inequity. This chapter presents an exploratory case study of a Higher Education institution also serving students from fisherfolk communities. Neoliberal philosophies that underpin governmental decisions issued for education providers and the subsequent efforts of the institution to deliver sustainable and effective Higher Education are highlighted. Findings highlight the practical struggles of the rapid response in implementing policy decisions of online and distance learning strategies.
|Title of host publication
|Agile Learning Environments amid Disruption
|Subtitle of host publication
|Evaluating Academic Innovations in Higher Education during COVID-19
|Md Golam Jamil, Dawn A. Morley
|Published - 13 Dec 2022