Journal Press India^®

Author Details ( * ) denotes Corresponding author

During the pandemic, with no physical classes held throughout the world, education started being delivered through the online mode. This is when people realized the importance of digital resources and network connectivity. With 84% of the rural population in India having poor access to the internet and network connectivity, it became difficult to penetrate through the rural education system by completely replacing the traditional teaching methods with online teaching-learning methods. UNESCO 2021 report indicates 1.2 lakhs schools in India are run by single teachers. With this backdrop and limited access to resources, especially, the areas with poor network connectivity and limited access to digital resources turned back to indigenous ways of learning. This paper using the data triangulation method, highlights the importance of “doorstep learning”, through case studies of the rural areas of Maharashtra, India. The two districts used for comparative analysis have been chosen based on the stark difference in the network connectivity. Pune, being the second most urbanised district in the state has robust network connectivity, whereas Ratnagiri, due to its geographical location does not enjoy the same. Based on primary data collected through in-depth interviews, reports, and pictures, this paper highlights the adaptability and flexibility used by the teachers of these regions for successfully delivering education during the pandemic. This paper highlights the importance of indigenous education style in rural India even during present times. “Doorstep education” can be used in developing countries with similar geographical limitations, like: African countries and south-east Asian countries, like Bangladesh, Nepal, and Sri Lanka. This study confirms that digital education of teachers facilitates quality digital learning for students.

Keywords

Online Education; E-learning; Indigenous Education; Rural areas; Maharashtra; Case study

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