Challenges in Learning Continuity during the COVID-19 Pandemic: A Methodological and Thematic Review

Abstract

The COVID-19 pandemic has resulted in the physical closure of educational institutions throughout the world, but learning continues, albeit with a paradigm shift. The use of digital content in the teaching-learning process gradually began shifting from erstwhile intermittent technology intervention, propagating thereby competency-based education 4.0, where bothlearning and evaluation would rely on predefined competencies and outcomes to foster higher learning gains. With the design thinking approach inducted into the process of learning and development, new age teachers are becoming more empathetic towards the learners, ushering in thereby better engagement of the learners with the curriculum, wherein the whole ecosystem is prospering towards a better future. One of the significant outcomes of education 4.0 is the propagation of non-traditional students. Soon, the learning space is going to be invaded by these mature learners, who are focused and engaged with choice-based learning, assuring them of their learning objectives. This paper is an effort to execute a thematic literaturereview to reveal the evolution of learning paradigms in tertiary sector over the years, and bring out strategies for non-disruptive learning mechanisms in higher education. The paper proposes two intuitive models to explain the position of learners through a matrix and how andragogic innovation through augmentation of blended learning approach can ensure higher learning gain for the students of higher education.