scholarly journals Challenges and Benefits of Facilitating Online Learning in Time of Covid-19 Pandemic: Insights and Experiences of Social Science Teachers

2021 ◽  
Vol 20 ◽  
pp. 233-243
Author(s):  
Feddy B. Junsay Jr. ◽  
Dennis V. Madrigal
Keyword(s):  
Online Education ◽  
Social Science ◽  
Science Teachers ◽  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Full Time ◽  
Teachers And Students

Online education is a rapidly growing phenomenon for teachers. With the outbreak of COVID-19, there are changes in all societies worldwide, and a forcible shift in the medium of teaching and learning is inevitable. This paper explored the social science teachers' lived experiences in a Chinese school during the COVID-19 Pandemic. This qualitative study utilized the phenomenological approach to explore the lived experiences of eight full-time and tenured social science teachers determined using purposive sampling.  The data were collected from the participants using an in-depth semi-structured interview. Meanwhile, the recursive textual analysis guided by the three C's of Lichtman was employed to analyze the data thematically.  The findings show that social science teachers faced challenges in online teaching such as personal, technical, and teaching strategies.  It also found that the teachers have difficulty motivating students to participate in the online class activities and submission of outputs.  Despite the challenges, the teachers were able to surmount the difficulties because of the support of the administration and their fellow teachers.  Generally, the unfolding of online teaching challenges confronted by school heads, teachers, and students will make them resilient to adapt and embrace virtual education. Keywords. Social Science, online education, COVID-19 Pandemic, phenomenology, Philippines

Changes in Content of Online Teaching in pre and during COVID-19 Era: A Comparative Analysis in Private School Setup in India

2020 ◽  
Vol 15 (02) ◽  
pp. 07-10
Author(s):  
Manpreet Kaur
Keyword(s):  
Comparative Analysis ◽  
Online Education ◽  
Private School ◽  
Online Teaching ◽  
Teaching And Learning ◽  
School Teachers ◽  
Content Development ◽  
Teachers And Students ◽  
Set Up ◽  
Teaching Learning

The process of teaching and learning through online or virtual mode has been gradually becoming an important part of the Indian education sector. Teachers and students in higher education have already been effectively using online education mode to optimize the learning process. Schools, too, have been using educational technologies in many ways at all levels and across all grades. But with the unexpected worldwide spread of the COVID-19 pandemic in the year 2020, a sudden exponential boom has come in the online teaching set up. Until now, online teaching was assumed to be an aid to the teaching-learning transactions and was immediately adopted as the only way out, to continue with the pedagogical process in schools and colleges. This research attempts to make a comparative analysis of the changes in various aspects of online teaching before and during the COVID-19 era, including content development and delivery and type of information shared with students in private schools of NCR of India. Data collected by the investigator from school teachers about their usage of online methodologies from 2017 will be compared with school teachers’ data in August 2020, and its educational implications will be discussed.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

scholarly journals ONLINE TEACHING AND LEARNING – A NEW REALITY

2021 ◽  
Vol IV (2) ◽  
pp. 43-50
Author(s):  
Diana Marcu ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Special Focus ◽  
Professional Lives ◽  
Online Teaching And Learning ◽  
Specific Category ◽  
Teachers And Students ◽  
The Impact ◽  
Educational Field

The present paper aims at briefly summarizing the impact the 2019 - 2020 pandemic outbreak had on the educational field, when, with no prior preparation, all classes in the academic environment moved in the cyberspace, unveiling challenges for both teachers and students. The paper discusses the concepts of both online teaching and learning, their use to meet the needs of a specific category of students in different parts of the world as well as similarities and differences between the traditional and the online means of educating. The shift to mass online education has proved to be challenging, even impossible in certain areas, unveiling difficulties for all stakeholders involved. Though technology is widely used nowadays in all aspects of our lives, special focus is laid on teachers’ and students’ challenges, their expectations as well as their feelings regarding the new reality – that of attending all classes online in order to reach the goal: the acquisition of information and knowledge necessary in their future professional lives.

scholarly journals Journey And Pitstops Of Online Teaching And Learning: Enhancing The Learning Continuity Plan For The New Normal In Education

2021 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Gilbert S. Arrieta ◽  
I Ketut Sudarsana
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Social Activity ◽  
Online Classes ◽  
Online Teaching And Learning ◽  
Short Period ◽  
Teachers And Students ◽  
New Policies ◽  
Academic Year

<p>Education is a physical and interactive human activity. Primarily, teachers and students meet and take part in various learning activities in school. Other educational activities are held outside the school to augment what is learned inside the school campus. When technology developed and made online education possible, it was not fully embraced because education is also a social activity. However, the Covid-19 pandemic forced everyone to do things online including education. Unprepared and untrained for this new learning modality, educators had to prepare for a short period of time. Teachers underwent training through online webinars and conferences, and learning continuity plan was developed. Online classes for academic year 2020-2021 started six months ago which revealed the strengths, weaknesses, challenges, and issues in online teaching and learning. This study aims to find out the challenges encountered by the school leaders, teachers, and academic in the implementation of the learning continuity plan for online education including the resolutions made to address the challenges. Based on the study, it was found out that formulation and implementation of new policies, technological resources and capability of teachers and students, mental health and concerns of teachers and students, communication with parents and students, and school requirements. Different resolutions were made that addressed the concerns. It also revealed that the learning continuity plan is responsive to online teaching and learning but there are components that need to be enhanced.</p>

scholarly journals Authentic materials in online teaching to improve students
 involvement

2021 ◽  
Vol 127 ◽  
pp. 01018
Author(s):  
Maria Dmitrievna Inkova ◽  
Irina Valerievna Pronina ◽  
Ludmila Petrovna Timoshenko ◽  
Daria Alekseevna Prusakova ◽  
Yana Borisovna Adasova
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Poor Performance ◽  
English Language Teaching ◽  
Structured Interviews ◽  
Authentic Materials ◽  
Teacher Student ◽  
Teachers And Students

Online education is not an innovative product nowadays but when COVID-19 pandemic resulted in total lockdowns, many teachers and students registered numerous challenges in virtual classrooms among which the level of a teacher-student interaction is a focus of this paper. The research shows that isolation, distraction, and lack of immediate connection can actually pose a big problem. As a result, many students lose interest and become passive learners with poor performance. To revive scholars’ involvement research was conducted integrating authentic materials in online classes. A quasi-experimental method was used to collect data. A questionnaire among the students allowed to consider their attitude to studying online while semi-structured interviews and self-written reflections provided rich material for analysis. On the whole, the study revealed positive gains. Being a natural source of practical English, authentic materials bring meaning back into the classrooms and offer teachers an inexhaustible source of relevant language. They help regain students’ engagement if applied thoughtfully. Though there are certain difficulties, with due experience and practice they can be overcome. The results of this study contribute to providing useful guidelines for English teachers and students to enhance the efficacy of teaching and learning activities, particularly in virtual ELT (English Language Teaching) classrooms.

scholarly journals Online Teaching in Higher Education during COVID-19 Pandemic

2021 ◽  
Vol 8 (2) ◽  
pp. p96
Author(s):  
Ida Panev
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Process ◽  
World Population ◽  
Technical Equipment ◽  
Teachers And Students ◽  
One Year ◽  
Teaching In Higher Education

The whole world population witnesses changes that are happening due to COVID-19 pandemic. One of the greatest changes is shown in the manner of conducting the educational process that has been transferred from traditional onsite to online. This paper analyses what are advantages and what are disadvantages of online teaching in higher education in Croatia, but it is applicable to all levels of education system. As approximately one year has passed since first lockdown and consequently closing all educational institutions, some experience is gained. This paper will try to systematize most of the findings that practice of online education has shown. In a few words, some advantages of quality online teaching are: low expenses, timesaving, learning at one’s own pace, motivation, communication, attention etc. Disadvantages of online teaching are: lack of social face-to-face contact, extreme exposure to screens, all sorts of distractions due to inappropriate work environment, inadequate technical equipment, lack of digital skills etc. Although the key role is on the teachers as creators of the educational process, students, as participants of the process, should also make an effort to adjust and embrace new ways of teaching and learning. Both teachers and students should express their opinions and all sorts of needs, to take the best out of online education during a pandemic.

scholarly journals Science Teaching Excites Medical Interest: A Qualitative Inquiry of Science Education during the 2020 COVID-19 Pandemic

2021 ◽  
Vol 11 (4) ◽  
pp. 148
Author(s):  
Xiaoshan Z. Gordy ◽  
Wesley Sparkmon ◽  
Hyllore Imeri ◽  
Andrew Notebaert ◽  
Marie Barnard ◽  
...  
Keyword(s):  
Distance Learning ◽  
Science Teaching ◽  
Science Teachers ◽  
Online Teaching ◽  
Structured Interview ◽  
School Science ◽  
Qualitative Inquiry ◽  
High School Science ◽  
Technology In Teaching ◽  
Medical Interest

The national or local lockdowns in response to COVID-19 forced education systems to rapidly shift from in-person to distance learning. The hasty transition undoubtedly imposed tremendous challenges on teachers, students and distance learning infrastructure. The purpose of this study was to investigate how high school science teachers who had previously been trained in flipped-learning and advanced educational technology through the Science Teaching Excites Medical Interest (STEMI) program perceived their transition to distance learning during this pandemic. In this study eleven teachers were interviewed with a semi-structured interview guide. Data were analyzed using the deductive-inductive content analytic approach. Our results indicated that teachers reported having more confidence in using technology for teaching online due in part to their participation in the STEMI program. They also reported internet access as one of the most significant barriers, both for students and teachers. While some teachers thought that students may feel more in control of learning due to absence of time and place limits with distance learning, others may struggle to stay engaged without the classroom support they would normally have received. Teachers generally experienced increased workloads and harder work–life balance with online teaching. In spite of the unforeseen challenges, the pandemic situation afforded teachers with opportunities to adopt different technology in teaching and foresee the need for technology integration in order to better prepare for the unexpected in the future.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

2021 ◽  
Vol 23 (09) ◽  
pp. 65-84
Author(s):  
Aditi Gupta ◽  
◽  
Anshika Sharma ◽  
Prof. Patiraj Kumari ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Classroom ◽  
School Closures ◽  
Health Crisis ◽  
Academic Activities ◽  
Almost All

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.

BETTER LEARNING AND INCREASED MOTIVATION TO LEARN WITH MOBILE TECHNOLOGY (DEVICES): A PRELIMINARY STUDY

2019 ◽  
Vol 16 (2) ◽  
pp. 80-88
Author(s):  
Vincentas Lamanauskas ◽  
Violeta Slekiene ◽  
Gabriel Gorghiu ◽  
Costin Pribeanu
Keyword(s):  
Science Teachers ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Educational Process ◽  
Mobile Technologies ◽  
Motivation To Learn ◽  
Teachers And Students ◽  
Preliminary Study ◽  
Teaching Learning ◽  
Educational Potential

Mobile technology is now part of the everyday life of teachers and students and thus tends to become an inseparable part of the educational activities. Teachers and students are increasingly using mobile technologies in teaching and learning. Therefore, it is purposeful to responsibly integrate technologies into the educational process. However, technical and pedagogical support is necessary in order to facilitate both teacher and students’ understanding of this educational potential. Besides, it is still very little known and there is very little evidence about the effectiveness of the application of these technologies in the teaching/learning process. This research aims to explore the perceptions of Romanian and Lithuanian teachers regarding the use of mobile technologies in education. Keywords: motivation to learn, mobile technology, preliminary study, science education, science teachers.

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