Offline v/s Online Academic Therapy: A Comparative Study of Learning Outcomes

Abstract

In recent years, online education has gained widespread attention. However, it wasn’t until the COVID-19 pandemic that it became the primary method of education globally. The sudden shift from traditional in-person teaching to online learning significantly changed teaching methods, content management, assessments, and learning outcomes. Research on the impact of these changes has yielded mixed results, with some studies reporting learning gaps, while others observed enhanced progress or no significant difference between online and offline learning. Students with special education needs required additional academic and emotional support, similar to what was provided in traditional classrooms. Therefore, specialized remedial instruction programs were employed to help these students bridge potential learning gaps. This research study sought to compare the learning outcomes of remedial instruction in offline versus online settings. Using a quantitative method, data was collected on the learning outcomes of academic therapy for twenty-five students with special education needs at Drishti, a therapy centre in Mumbai, Maharashtra, India. The study results indicated no significant difference in the comparative learning outcomes of academic therapy across the two modes – offline (before the pandemic) and online (during the pandemic lockdown), suggesting similar levels of effectiveness in both settings. Additionally, the study shed light on the roles of other specific variables in the learning process.