Japanese teachers’ mental readiness for online teaching of mathematics following unexpected school closures

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

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Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic

Mathematics ◽

10.3390/math9182303 ◽

2021 ◽

Vol 9 (18) ◽

pp. 2303

Author(s):

Eabhnat Ní Fhloinn ◽

Olivia Fitzmaurice

Keyword(s):

Working Conditions ◽

Online Teaching ◽

Online Survey ◽

Prior Experience ◽

Teaching Mathematics ◽

Experience Teaching ◽

Challenges And Opportunities ◽

Teaching Of Mathematics ◽

Nature Of Mathematics ◽

The Impact

In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 2020 which received 257 replies from respondents based in 29 countries. We report on the particular challenges mathematics lecturers perceive there to be around teaching mathematics remotely, as well as any advantages or disadvantages of teaching mathematics online that they report. Over 90% of respondents had little or no prior experience teaching mathematics online, and, initially, 72% found it stressful and 88% thought it time-consuming. 88% felt there was a difference between teaching mathematics in this way compared with other disciplines. Four main types of challenges were associated with emergency remote teaching of mathematics: technical challenges; student challenges; teaching challenges; and the nature of mathematics. Respondents identified flexibility as the main advantage of online teaching, with lack of interaction featuring strongly as a disadvantage. We also consider respondents’ personal circumstances during this time, in terms of working conditions and caring responsibilities and conclude by summarizing the impact they perceive this experience may have upon their future teaching. Forty-six percent% of respondents self-identified as having caring responsibilities, and 61% felt the experience would affect their future teaching.

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The shortcomings of emergency remote teaching in rural settings of Zimbabwe during COVID-19 school closures: Lessons from China’s experience

Africa’s Public Service Delivery and Performance Review ◽

10.4102/apsdpr.v9i1.482 ◽

2021 ◽

Vol 9 (1) ◽

Author(s):

Raphael Nhongo ◽

Baba P. Tshotsho

Keyword(s):

Rural Areas ◽

Online Teaching ◽

Phenomenological Approach ◽

Infrastructure Development ◽

Teaching Approaches ◽

School Closures ◽

Rural Settings ◽

Ict Infrastructure ◽

The Government ◽

Qualitative Phenomenological

Background: In the wake of the coronavirus disease 2019 (COVID-19) pandemic, schools were forced to close indefinitely with no clue as to when they would reopen. Upon school closures, remote teaching was adopted, with online teaching becoming the most preferred mode of instruction, yet the Information Communication Technology (ICT) infrastructure was not adequate enough across the country.Aim: This article scrutinises the remote teaching approaches that were put in place in Zimbabwe in response to the closure of schools during the COVID-19 lockdown. The article investigates how the adopted approaches were suitable for conditions in rural settings.Setting: The study looks at the challenges faced in the implementation of remote teaching during COVID-19 school closures in rural areas of Matabeleland provinces in Zimbabwe.Methods: The study adopted a qualitative phenomenological approach to analyse the teaching approaches that were put in place by the government and other stakeholders. Twenty teachers from 20 rural schools drawn equitably from two provinces, Matabeleland South and Matabeleland North, were interviewed on the shortcomings of these remote teaching approaches.Results: The results revealed that the remote teaching approaches that were put in place excluded learners in rural settings. This is because of the challenges in infrastructure, economic condition and restrictions on remote teaching approaches imposed by the government.Conclusion: As Zimbabwe is facing economic hardships and infrastructure development challenges, it was supposed to adopt emergency remote teaching instead of long-term approaches. A variety of approaches that suit specific physical environments should have been adopted instead of sticking to only one throughout the country.

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A STUDY ON IMPACT OF COVID-19 ON TEACHING

International journal of Research science and Management - September-2020 ◽

10.29121/ijrsm.v7.i9.2020.5 ◽

2020 ◽

Vol 7 (9) ◽

pp. 29-32

Keyword(s):

Online Teaching ◽

Educational Institutions ◽

Online Classes ◽

School Closures ◽

Male And Female ◽

Government Institutions ◽

The World ◽

The Government ◽

Be The Change

“Be the change you want to see in the world.” The petrifying and severe impact of COVID-19 has shaken the world to its core. Later, most of the Governments around the world have temporarily closed educational institutions in an attempt to stop the spread of the COVID-19 pandemic. In India, 320 million students have been affected by COVID-19 school closures, and though the government quickly recommended shifting to “online teaching.” Many of the government institutions are lacking of facilities to conduct online classes. Many teachers are to be updating them to challenge this situation otherwise leads to job threat. This paper with an objective to study out whether the faculties are ready to face challenges due to online teaching and to identify who among male and female are feeling more threat for their jobs due to online teaching.

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Teachers’ Perceptions and the Challenges of Online Teaching/Learning in Morocco during Covid-19 Crisis

10.31235/osf.io/gfdzc ◽

2021 ◽

Author(s):

Basma MOUNJID ◽

Elhassane EL HILALI ◽

Fatima AMRANI ◽

Mohammed MOUBTASSIME

Keyword(s):

Online Education ◽

Online Teaching ◽

Teaching And Learning ◽

Online Survey ◽

School Closure ◽

School Closures ◽

Teachers Perceptions ◽

Data Collection Instrument ◽

Teaching Learning ◽

The Impact

The global spread of the COVID-19 pandemic has caused one of the most extensive school closures worldwide, sending over one billion students home away from their schools, teachers, and classmates. Governments opted for online education to ensure the continuity of learning. Teachers in Morocco have opted for different tech tools and platforms to design and deliver online classes. This study aims to assess the impact and effectiveness of online teaching during the COVID 19 outbreak among teachers in Morocco. Based on the theoretical framework Online Collaborative Learning (OCL), an online survey questionnaire is employed as a data collection instrument. A total of 421 Moroccan teachers from different regions all over Morocco took part in the study. This paper used the Statistical Package for Social Sciences (SPSS) software to analyze the collected data and determine the impact and quality of online teaching during the Covid-19 national school closure in Morocco. The results showed that most of the teachers faced numerous technology, training, and socio-economic challenges that acted as barriers to the processes of online education. The findings obtained can be of use in making future decisions concerning the implementation of teaching and learning online programs in Morocco considering the teachers’ perspective

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Challenges in the Digitization of Apprenticeships during the Coronavirus Pandemic: Who Needs Special Assistance?

Sustainability ◽

10.3390/su132111701 ◽

2021 ◽

Vol 13 (21) ◽

pp. 11701

Author(s):

Melanie Hochmuth ◽

Alina Nadine Geßler ◽

Silke Seyffer ◽

Andreas Frey

Keyword(s):

Gender Differences ◽

School Performance ◽

Mixed Method ◽

Vocational Training ◽

Online Teaching ◽

Internet Access ◽

Working Life ◽

School Closures ◽

Likert Scales ◽

The Individual

The COVID-19 pandemic has affected all areas of life, including everyday working life. Apprentices are often affected two-fold by the lockdown—school closures make it difficult to learn the theoretical content, while restrictions in the company affect practical work. This article reports the findings of an online mixed-method survey among 167 apprentices on the impacts of the pandemic on dual vocational training in Germany. In the survey, Likert scales were presented visually in a way that was particularly suitable for adolescents. The results show that the schools have had gaps in terms of equipment and online instruction. There was little or no online teaching, and the apprentices had hardly any contact with teachers and were left to work on the material on their own. The majority of apprentices expected their school performance to deteriorate as a consequence of the pandemic. The individual comments in response to open-ended questions also suggest that the digital offerings of vocational schools were inadequate during the first lockdown. At the same time, there were major differences in individual hardware equipment, such as computers, and in the apprentices’ Internet access. The gender differences are particularly interesting, as women tended to be at a disadvantage.

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Changes and Perspectives in Teacher Training Methodology

Acta Universitatis Sapientiae Philologica ◽

10.2478/ausp-2021-0013 ◽

2021 ◽

Vol 13 (2) ◽

pp. 55-70

Author(s):

Katalin Harangus ◽

Zsófia-Irén Horváth ◽

Gabriella Kovács

Keyword(s):

Social Sciences ◽

Teacher Training ◽

Online Education ◽

Interpersonal Relationships ◽

Online Teaching ◽

Information And Communications Technology ◽

School Closures ◽

Training Methodology ◽

Practical Education ◽

Devices And Instruments

Abstract School closures induced by the COVID-19 crisis have led to the rethinking and reshaping of teacher training considering the norms of online and blended learning, and the pressure to embrace the possibilities offered by information and communications technology. We propose to examine the new perspectives and necessary changes related to three domains in which our institution – the Teacher Training Institute of Sapientia Hungarian University of Transylvania, Faculty of Technical and Human Sciences – offers training: foreign languages, social sciences, and engineering. Different areas of education have been affected in different ways by the pandemic. In language teaching, familiarity with pre-existing platforms and programs helped the transition to online education. In the field of social sciences, the transfer of theoretical information did not cause any particular problems, but the development of interpersonal relationships, interactivity, and communication became more difficult. In the domain of engineering, practical education has become nearly impossible, as in order to develop certain practical skills students need access to laboratories equipped with special tools, devices, and instruments. In our study, we will focus on ways of updating and developing our methodology courses based on new paradigms and good practices presented in the specialized literature, also reflecting on feedback received from our teacher trainees related to their difficulties and needs revealed by the shift to online teaching.

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Digital divides impede 'edtech' in developing world

Emerald Expert Briefings ◽

10.1108/oxan-db258402 ◽

2020 ◽

Keyword(s):

Developing Countries ◽

Distance Learning ◽

Learning Outcomes ◽

Rural Areas ◽

Online Teaching ◽

School Closures ◽

Middle Income ◽

Content Type ◽

Middle Income Countries ◽

Digital Divides

Significance While access to schools has expanded in low- and middle-income countries in recent decades, learning outcomes have not seen a corresponding improvement. The onset of school closures during the pandemic created an unprecedented opportunity to deploy edtech solutions for distance learning. Impacts Infrastructure limitations are matched by lack of familiarity of both learners and teachers on how to make the best use of edtech content. A major push for online teaching amid the pandemic risks widening educational gaps between those with and without access. Further investment in expanding digital access is critical for taking edtech tools to remote and rural areas in developing countries.

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EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia

Studies in English Language and Education ◽

10.24815/siele.v9i1.21239 ◽

2022 ◽

Vol 9 (1) ◽

pp. 203-221

Author(s):

I Putu Indra Kusuma

Keyword(s):

Rural Schools ◽

Rural Areas ◽

Online Teaching ◽

Phenomenological Study ◽

Structured Interviews ◽

School Closures ◽

English Teaching ◽

Study Approach ◽

Efl Teachers ◽

English Instruction

The implementation of online English instruction in remote areas during the COVID-19 pandemic, which mandates school closures, remains unknown, especially given these areas’ reputation for inadequate educational facilities. Additionally, the preparations, implementation, and challenges experienced by English as a Foreign Language (henceforth, EFL) teachers in rural areas remain unclear. This study therefore aimed at exploring the experiences of EFL teachers in rural areas on (1) their readiness for conducting online teaching, (2) their implementation of online teaching, and (3) the challenges during the implementation of online teaching due to the COVID-19 pandemic. The research was conducted in Indonesia with eight English teachers in rural schools. This study was a qualitative study that employed a phenomenological study approach and used semi-structured interviews to collect the data. The findings indicate that EFL teachers, during this pandemic time, were able to conduct fully online English teaching because they possessed sufficient knowledge of English instruction using technology. Additionally, these teachers might leverage various technologies and adapt those tools to transform their usual face-to-face English instruction into online instruction. Nonetheless, these teachers in rural schools frequently encountered challenges with internet connectivity, student-owned technology devices, student enthusiasm, and student netiquette when enrolling in online English teaching. Additionally, this article discusses some practical considerations for implementing online English teaching during a pandemic.

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Teachers’ Engagement in and Coping with Emergency Remote Instruction During COVID-19-Induced School Closures: A Multinational Contextual Perspective

Online Learning ◽

10.24059/olj.v25i1.2492 ◽

2021 ◽

Vol 25 (1) ◽

Author(s):

Magdalena Jelinska ◽

Michał B. Paradowski

Keyword(s):

Online Teaching ◽

Prior Experience ◽

Teaching Experience ◽

Contextual Effects ◽

Sociodemographic Characteristics ◽

School Closures ◽

Years Of Teaching Experience ◽

Level Of Economic Development ◽

And Coping ◽

The Relationship

The COVID-19 pandemic required educators and learners to shift to emergency remote instruction with little time for preparation. To understand how teachers managed the transition, we surveyed nearly 1,500 teachers from 118 countries from April to September 2020. Using cluster analysis, we detect two readily distinguishable groups of instructors: a group who was more engaged with remote instruction and had better coping in terms of online teaching challenges, and a group who had lower levels of both engagement and coping. We compare the two groups in terms of their sociodemographic characteristics, and also assess the relationship between each sociodemographic marker and teachers’ engagement and coping. Overall, our results suggest that teachers were most engaged and coped best with the transition when they had prior experience with remote instruction, taught in the higher education sector, and taught using real-time synchronous modalities. We also find non-trivial results regarding teachers’ gender, years of teaching experience, and their country’s level of economic development, and observe no relationship between teachers’ age and engagement or coping. The detection of the contextual effects underscores the importance of large multisite research.

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