Published

2022-11-29

Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic

El escenario de la educación geológica en India y el rol de los recursos pedagógicos abiertos a las luces de la pandemia del covid-19

DOI:

https://doi.org/10.15446/esrj.v26n3.96209

Keywords:

Geological education; Enrolment data; Higher education; OER; COVID-19; Geological fieldwork; India. (en)
Educación geológica, datos de inscripciones, educación superior, recursos educativos abiertos, COVID-19, trabajo de campo geológico, east coast of India (es)

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Authors

  • Omkar Verma Indira Gandhi National Open University
  • M Prashanth Indira Gandhi National Open University
  • Roberto Greco Universidade Estadual de Campinas
  • Ashu Khosla Panjab University
  • Kulwant Singh GGM Science College

Geological education plays a major role in the social, economic, and cultural growth and development of any country. India is a vast diversified country with wide-ranging geological features, consisting of rocks of all geological ages with well-developed physiographic divisions. The Indian lithospheric plate is a storehouse of vast georesources and also serves as a natural field laboratory for developing and testing numerous geological principles. The exploration of Indian georesources began in the past; with the organized exploration began way back in the 1830s. The number of institutions offering geological education is, however, comparatively low. Thus, Geology as a science discipline is less popular in comparison with other science subjects such as Physics, Chemistry, Zoology, Botany, and Environmental science, based on enrolment data of the learners enrolled in academic sessions from 2011-2012 to 2018-2019 of the Master's degree programs. Analysis indicates that teaching-learning resources of foreign origin are dominantly being adopted as learning resources in the teaching-learning pedagogy of degree programs in Geology, and are over-riding those of Indian origin. The COVID-19 pandemic is affecting geological education in two ways namely, the disruption of conventional (face-to-face) teaching together with not allowing learners of Geology programs to complete their compulsory out-door geological fieldwork assignments. The analysis of data gathered by an online questionnaire survey shows that the use of indigenous open educational resources in Geology appears as a plausible solution to overcome the learning barriers created by the COVID-19 pandemic, and also to enrich teaching-learning resources of Indian origin. This article provides an up-to-date detailed account of the necessity and evolution of geological education, the current popularity of Geology as a science discipline, the nature of available geological teaching-learning resources, the impact of the COVID-19 on geological education, and the role of open educational resources in providing quality and equitable geological education, whilst removing educational barriers created by COVID-19 in India.

La educación geológica juega un papel importante en el desarrollo y en el crecimiento social, económico y cultural de cualquier país. La India es un país vasto y diverso y con un amplio rango de características geológicas que consiste en rocas de todas las edades geológicas y divisiones fisiográficas bien desarrolladas. La placa litosférica india es un depósito de grandes georecursos y también sirve como un laboratorio de campo para el desarrollo y evaluación de numerosos principios geológicos. La exploración organizada de los georrecursos indios comenzó en la década de 1830. El número de instituciones que ofrecen educación geológica es, sin embargo, comparativamente bajo. De este modo, la geología es una ciencia disciplinar menos popular en comparación con otras materias de estudio como la física, la química, la zoología, la botánica y la ciencia ambiental, con base en la información de inscripciones de los estudiantes en los programas de maestría para los períodos de 2011-2012 hasta 2018-2019. El análisis indica que los recursos foráneos de enseñanza-aprendizaje son adoptados dominantemente como los recursos de aprendizaje en la pedagogía de los programas de pregrado en Geología y superan aquellas de origen indio. La pandemia del covid-19 está afectando la educación geológica en dos vías especificamente: la disrupción de la enseñanza convencional (presencial) junto con no permitir a los estudiantes de los programas de geología completar sus tareas obligatorias de trabajo de campo. El análisis de la información recopilada por una encuesta digital muestra que el uso de recursos educativos nativos abiertos en geología es una solución posible para superar las barreras de aprendizaje creadas por la pandemia, y también enriquecen los recursos de enseñanza-aprendizaje de origen indio. Este artículo provee un recuento detallado y actualizado de la necesidad y evolución de la educación geológica, la actual popularidad de la geología como una ciencia disciplinar, la naturaleza de los recursos disponibles de enseñanza-aprendizaje, el impacto de la pandemia del covid-19 en la educación geológica, y el rol de los recursos pedagógicos para proveer educación geológica equitativa y de calidad mientras se remueven las barreras educativas creadas por la pandemia en India.

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How to Cite

APA

Verma, O., Prashanth, M., Greco, R., Khosla, A. and Singh, K. (2022). Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic. Earth Sciences Research Journal, 26(3), 239–254. https://doi.org/10.15446/esrj.v26n3.96209

ACM

[1]
Verma, O., Prashanth, M., Greco, R., Khosla, A. and Singh, K. 2022. Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic. Earth Sciences Research Journal. 26, 3 (Nov. 2022), 239–254. DOI:https://doi.org/10.15446/esrj.v26n3.96209.

ACS

(1)
Verma, O.; Prashanth, M.; Greco, R.; Khosla, A.; Singh, K. Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic. Earth sci. res. j. 2022, 26, 239-254.

ABNT

VERMA, O.; PRASHANTH, M.; GRECO, R.; KHOSLA, A.; SINGH, K. Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic. Earth Sciences Research Journal, [S. l.], v. 26, n. 3, p. 239–254, 2022. DOI: 10.15446/esrj.v26n3.96209. Disponível em: https://revistas.unal.edu.co/index.php/esrj/article/view/96209. Acesso em: 8 jun. 2024.

Chicago

Verma, Omkar, M Prashanth, Roberto Greco, Ashu Khosla, and Kulwant Singh. 2022. “Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic”. Earth Sciences Research Journal 26 (3):239-54. https://doi.org/10.15446/esrj.v26n3.96209.

Harvard

Verma, O., Prashanth, M., Greco, R., Khosla, A. and Singh, K. (2022) “Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic”, Earth Sciences Research Journal, 26(3), pp. 239–254. doi: 10.15446/esrj.v26n3.96209.

IEEE

[1]
O. Verma, M. Prashanth, R. Greco, A. Khosla, and K. Singh, “Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic”, Earth sci. res. j., vol. 26, no. 3, pp. 239–254, Nov. 2022.

MLA

Verma, O., M. Prashanth, R. Greco, A. Khosla, and K. Singh. “Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic”. Earth Sciences Research Journal, vol. 26, no. 3, Nov. 2022, pp. 239-54, doi:10.15446/esrj.v26n3.96209.

Turabian

Verma, Omkar, M Prashanth, Roberto Greco, Ashu Khosla, and Kulwant Singh. “Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic”. Earth Sciences Research Journal 26, no. 3 (November 29, 2022): 239–254. Accessed June 8, 2024. https://revistas.unal.edu.co/index.php/esrj/article/view/96209.

Vancouver

1.
Verma O, Prashanth M, Greco R, Khosla A, Singh K. Geological education scenario in India and role of open educational resources in the light of COVID-19 pandemic. Earth sci. res. j. [Internet]. 2022 Nov. 29 [cited 2024 Jun. 8];26(3):239-54. Available from: https://revistas.unal.edu.co/index.php/esrj/article/view/96209

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1. Augusto Gonçalves Nobre, Maurício Meurer, João Felipe Campanaro, André Weissheimer de Borba. (2024). Geodiversity Elements of Geological Collections as Ex Situ Teaching Tool: The Example of the Geography Department at the Federal University of Pelotas, Rio Grande do Sul, Brazil. Geoheritage, 16(1) https://doi.org/10.1007/s12371-024-00918-0.

2. Ashu Khosla, Omkar Verma, Sachin Kania, Spencer Lucas. (2023). Microbiota from the Late Cretaceous-Early Palaeocene Boundary Transition in the Deccan Intertrappean Beds of Central India. Topics in Geobiology. 54, p.25. https://doi.org/10.1007/978-3-031-28855-5_2.

3. Ashu Khosla, Omkar Verma, Sachin Kania, Spencer Lucas. (2023). Microbiota from the Late Cretaceous-Early Palaeocene Boundary Transition in the Deccan Intertrappean Beds of Central India. Topics in Geobiology. 54, p.49. https://doi.org/10.1007/978-3-031-28855-5_3.

4. Omkar Verma, Ashu Khosla, Spencer G. Lucas. (2024). Late Cretaceous-Early Palaeocene Lepisosteiform and Siluriform fish remains from Central India: palaeoecological, palaeoenvironmental and palaeobiogeographical implications. Cretaceous Research, 161, p.105915. https://doi.org/10.1016/j.cretres.2024.105915.

5. Ashu Khosla, Omkar Verma, Sachin Kania, Spencer Lucas. (2023). Microbiota from the Late Cretaceous-Early Palaeocene Boundary Transition in the Deccan Intertrappean Beds of Central India. Topics in Geobiology. 54, p.1. https://doi.org/10.1007/978-3-031-28855-5_1.

6. Ashu Khosla, Omkar Verma, Sachin Kania, Spencer Lucas. (2023). Microbiota from the Late Cretaceous-Early Palaeocene Boundary Transition in the Deccan Intertrappean Beds of Central India. Topics in Geobiology. 54, p.239. https://doi.org/10.1007/978-3-031-28855-5_6.

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