Perceptions of Online Teaching and Learning During the Covid-19 Pandemic in Barbadian Primary and Secondary Schools

This paper explores a sample of data collected from a UNICEF Eastern Caribbean rapid assessment on teaching and learning during the COVID-19 pandemic in eight countries. The primary investigation method was mixed and captured data from key participants/stakeholders in education using CAPI Technology and Video Conferencing tools. Statistical analyses and qualitative thematic analysis were conducted to report on findings using Statistical Package for the Social Sciences and Nvivo Qualitative Software. The data on online teaching and learning from Barbados was selected for further review and presented an opportunity to assess the Barbadian experience against other developing and developed countries. In assessing these perceptions in a sample of primary and secondary schools, stakeholders were generally dissatisfied with the online and blended learning modalities citing challenges relating to the equality and equity in access to devices and the enabling environment that facilities effective online teaching and learning.

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Research and Thinking on Online Teaching and Learning in Secondary Schools in China Based on the Background of Epidemic Prevention and Control

2021 10th International Conference on Educational and Information Technology (ICEIT) ◽

10.1109/iceit51700.2021.9375602 ◽

2021 ◽

Author(s):

Juan Ang ◽

Caiping Wu

Keyword(s):

Secondary Schools ◽

Prevention And Control ◽

Online Teaching ◽

Teaching And Learning ◽

Online Teaching And Learning ◽

And Control

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Challenges and Opportunities of the Covid-19 Pandemic: A Lesson Learnt

International Journal of Asian Social Science ◽

10.18488/journal.1.2021.1111.511.521 ◽

2021 ◽

Vol 11 (11) ◽

pp. 511-521

Author(s):

Malissa Maria Mahmud ◽

Yazilmiwati Yaacob ◽

Rozaini Ahmad ◽

Nur Izzati Mustamam ◽

Md Sairolazmi Saparman ◽

...

Keyword(s):

Online Teaching ◽

Teaching And Learning ◽

Best Practice ◽

Tertiary Education ◽

Traditional Education ◽

Online Teaching And Learning ◽

Learning Modalities ◽

Best Practice Guidelines ◽

Challenges And Opportunities ◽

Online Assessments

COVID‐19 has immensely disrupted tertiary education ecosystem. The crisis has compelled numerous unprecedented and accelerated changes. The traditional and conventional way of teaching and learning has completely shifted to fully online. Nonetheless, the trend of integrating technology in the classrooms is not new. This has led to numerous questions and arguments of the existing concepts and theories of traditional education. This phenomenon also provides new opportunities for educational institutions to explore and leverage on the prospects of online modalities, fashioning unique inquiries. Thus, the key purpose of this research paper is to identify the challenges and opportunities encountered by lecturers during the Covid-19 pandemic. The results of the interviews showed that there are some challenges that the lecturers faced; for example, unpreparedness to tackle the new norm of online teaching and learning process, internet connection, and online engagement. The findings from the interview showed that there are opportunities which have emerged from the Covid-19 pandemic such as experimenting with numerous digital tools and platforms, employing different online teaching and learning modalities, and commissioning online assessments to support the students’ needs and engagement. It is postulated that the findings of the research although may be preliminary, are able to facilitate vital discussions on fashioning best practice guidelines for asynchronous or synchronous modalities post the COVID-19 pandemic.

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Breaking down online teaching: Innovation and resistance

Australasian Journal of Educational Technology ◽

10.14742/ajet.1178 ◽

2009 ◽

Vol 25 (1) ◽

Cited By ~ 11

Author(s):

John Hannon

Keyword(s):

Online Learning ◽

Online Teaching ◽

Teaching And Learning ◽

Organisational Change ◽

Learning Space ◽

Online Teaching And Learning ◽

Innovative Teaching ◽

Teaching Innovation ◽

Doctoral Research ◽

The Social

The term "innovation" is associated mainly with change in practice using educational technology. This paper explores the question of why innovations in online teaching and learning in higher education break down or deliver less than they promise: why they are so resource intensive, so prone to breakdown, and why they often fail to live up to their promises? Two cases of innovation were selected from a broad doctoral research project across three Australian universities, involving 24 interviewees. One case was a bottom up, wiki based learning space inspired by a constructivist commitment, the other a top down response to organisational change in a degree program. Despite literature on case studies which offer useful, evidence based approaches and models for online pedagogy, there is a lack of analytical perspectives with which to engage with breakdowns and "thwarted innovation" in online learning. The focus in this paper is online teaching, and breakdowns are scoped beyond the technologies involved and encompass social, material and discursive entities. An actor network perspective (Callon 1986; Latour 1987; Law 2000) is used to explore the relationality between social and technological entities, and the sociotechnical assemblage which constitutes online teaching. It argues that (i) crucial factors are hidden by the normative perspective inherent in the implementation of technology systems, and (ii) recognising the connections between the social, material and discursive entities in online learning offers a strong analytic basis for innovative teaching and learning practice.

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