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Using digital platforms to educate students is known as the online classroom. Online platforms provide learning experiences similar to offline classrooms. Online platforms, also known as digital classrooms/ digital education tools, are all-in-one and purpose-specific apps. 

Based on the need, the tools have the features to present live classes/ webinars and one-to-one video calls. Online classrooms have become a mandate due to global health concerns.

The online mode of education proves fruitful due to flexible timing and comfortable learning from home. However, there are specific problems faced by teachers in India due to online teaching. Statistically, over 84 percent of teachers face online teaching challenges due to financial and technological reasons.


The online classroom’s engagement/ interaction is a challenge, primarily due to low attendance. When the students miss many classes due to personal/ technological reasons, they have difficulty keeping up with the subject. 

Thus, education becomes one-sided. Statistical evidence indicates that offline classes had 91 percent daily attendance, and online courses had 84 percent daily attendance. The hybrid systems have 85 percent daily attendance. 

The lack of attendance and engagement reflects on the rate of assignment submission; offline classes had an 82 percent submission rate, and online courses had a 62 percent submission rate. 

The engagement rate is further impacted by the students who are comfortable only with offline classes; this includes those with poverty/ below-poverty financial backgrounds, the homeless students, and those with disabilities.

Offline education is easier to understand because the teacher’s presence prevents students from distraction, and thus, students engage more in offline classrooms. Students use technological features to avoid any online classroom interaction, significantly reducing the interaction percentage.

Teachers implement various strategies to make online classes more enjoyable, including educational videos, group discussions, one-to-one subject idea interaction, podcasts, blogs, assignments, quizzes, tests, and projects. Teachers rectify the interaction issue by involving them in conversations with the students, similar to offline classes.


Few educational institutes modify the syllabi for online classes based on the factors such as average attendance, the severity of global health concerns, etc. 

Few educational institutes continue to implement the offline syllabi, and thus teachers have the challenge to ensure that the subject understanding of students is on par with offline classes. Therefore syllabi completion in utmost quality remains one of the top problems faced by teachers in India.

Statistical evidence indicates that 56 percent of teachers could complete less than half syllabi by the year-end; teachers completed the syllabi faster in offline classes. Many statistics suggest that only 1 out of 5 teachers can complete the syllabi as per schedule.

One of the prime contributors to slow syllabus coverage is the technical issues with the teachers. Senior teachers often take a lot of time to understand any technology; additional time is spent setting the device correctly and understanding/ solving general technical glitches.

Younger teachers and other tech-savvy teachers collaborate with their colleagues to understand the technology and complete the syllabi within the scheduled time. Few teachers are extending technical help to the students in need.


The online classroom offers a variety of benefits. However, the issues such as engagement, syllabi completion, and technological understanding become barricades for teachers to provide online education on par with offline education. Teachers are taking adequate steps to solve such issues.


Daisey Bell

I am Daisy Bell and a pro-level blogger with years of experience in writing for multiple industries. I have extensive knowledge of Food, Fitness, Healthcare, business, fashion, and many other popular niches. I have post graduated in arts and have keen interest in traveling.

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